| 1. |
- 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 Technology and Vocational Education. - Nagoya : Nagoya University. - 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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| 2. |
- 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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| 3. |
- Berthén, Diana, 1956-, et al.
(författare)
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Emerging educational action? : BA-Thesis work in maritime higher education
- 2010
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Konferensbidrag (refereegranskat)abstract
- The issue of this paper is related to those students’ who enrols the higher education in Maritime Studies at the Åland University of Applied Sciences (ÅUAS) but has problem getting their bachelor degree du to uncompleted thesis work. The R&D project, here referred to, was initiated by ÅUAS in order to help out some of those students that had left the school without a full exam. Further the aim of the project was to help the teachers to develop a better competence to supervise students’ thesis work. It was not only a problem for the school that several students did not complete their bachelor degree. This was also a problem for the shipping companies since there is a shortage of fully educated master mariners (e.g. Captain). For the drop-out students this was a personal problem in relation to what jobs they could apply for. Realising the problem the ÅUAS had tried to improve the education in different way. The thesis work was thus talked about as an important part of the education; an educational action that played a central role in the educational programme. The R&D-project was sectioned into two sub-projects. The first sub-project was conducted as an investigation where we tried to get a picture of the problem from the students as well as from the teachers’ perspective. The second sub-project (e.g. the main project) was formed as an intervention divided into three parts. The first was arranged as a series of tutorial sessions where one maritime teacher (subject supervisor) and the interventionist (supervisor of the supervisor) could collaborate in order to help the drop-out student to fulfil his (it was only male students) thesis work. The second part was arranged as a formal in-service course focusing thesis work and supervision. The third part was aiming the organisation of the thesis work. In the beginning of the R&D-project the teachers and the management ascribed the problem as on the one hand related to AKADEMISERINGEN that had led to a thesis work was og no use for their coming carrier as master mariners, and on the other to students’ lack of motivation, and laziness. During the investigative sub-project an other picture was growing. The interviews with the students’ gave indications of an education where the thesis work had only a peripheral position. Firstly, the timetabled time was made in relation to free periods and some occasional days spread over three semesters. Secondly, this time was also used when extra time was needed. The students did not always know who their supervisor was and the supervision was not timetabled. The student often felt that asking for help was to burdening the teachers. These issues that the students where signalling has been focused in the D&R-project both in discussions with the management and in seminars with the teachers. There are still a lot of organisational obstacles e.g. concerning the timetabeling. But, there are indications that the teachers are starting to see the thesis work as core part (and meaningful) of the education. And in addition they have started to address the management with requests of time, both scheduled time with the students and time where the teachers can develop their supervision together as a team. Thus, we can se how the R&D-project has led to an emerging central educational action. An action that perhaps will prevent other students to drop-out due to being left to them self to accomplish a thesis on their spear time beside the regular course. @font-face { font-family: "Times"; }@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; }The issue of this paper is related to those students’ who enrols the higher education in Maritime Studies at the Åland University of Applied Sciences (ÅUAS) but has problem getting their bachelor degree du to uncompleted thesis work. The R&D project, here referred to, was initiated by ÅUAS in order to help out some of those students that had left the school without a full exam. Further the aim of the project was to help the teachers to develop a better competence to supervise students’ thesis work. It was not only a problem for the school that several students did not complete their bachelor degree. This was also a problem for the shipping companies since there is a shortage of fully educated master mariners (e.g. Captain). For the drop-out students this was a personal problem in relation to what jobs they could apply for. Realising the problem the ÅUAS had tried to improve the education in different way. The thesis work was thus talked about as an important part of the education; an educational action that played a central role in the educational programme. The R&D-project was sectioned into two sub-projects. The first sub-project was conducted as an investigation where we tried to get a picture of the problem from the students as well as from the teachers’ perspective. The second sub-project (e.g. the main project) was formed as an intervention divided into three parts. The first was arranged as a series of tutorial sessions where one maritime teacher (subject supervisor) and the interventionist (supervisor of the supervisor) could collaborate in order to help the drop-out student to fulfil his (it was only male students) thesis work. The second part was arranged as a formal in-service course focusing thesis work and supervision. The third part was aiming the organisation of the thesis work. In the beginning of the R&D-project the teachers and the management ascribed the problem as on the one hand related to AKADEMISERINGEN that had led to a thesis work was og no use for their coming carrier as master mariners, and on the other to students’ lack of motivation, and laziness. During the investigative sub-project an other picture was growing. The interviews with the students’ gave indications of an education where the thesis work had only a peripheral position. Firstly, the timetabled time was made in relation to free periods and some occasional days spread over three semesters. Secondly, this time was also used when extra time was needed. The students did not always know who their supervisor was and the supervision was not timetabled. The student often felt that asking for help was to burdening the teachers. These issues that the students where signalling has been focused in the D&R-project both in discussions with the management and in seminars with the teachers. There are still a lot of organisational obstacles e.g. concerning the timetabeling. But, there are indications that the teachers are starting to see the thesis work as core part (and meaningful) of the education. And in addition they have started to address the management with requests of time, both scheduled time with the students and time where the teachers can develop their supervision together as a team. Thus, we can se how the R&D-project has led to an emerging central educational action. An action that perhaps will prevent other students to drop-out due to being left to them self to accomplish a thesis on their spear time beside the regular course.
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| 4. |
- Berthén, Diana, 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)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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| 6. |
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| 7. |
- Eriksson, Inger, et al.
(författare)
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Matematikundervisningens innehåll : Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik
- 2007
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Rapport (övrigt vetenskapligt)abstract
- Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.
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| 8. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum? : Kemitexter som redskap för naturvetenskapligt lärande
- 2010
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Ingår i: Resultatdialog 2010 : aktuell forskning om utbildning och lärande. - Stockholm : Vetenskapsrådet. - 978-91-7307-184-0 ; s. 51-56
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Bokkapitel (övrigt vetenskapligt)abstract
- Svenska och finska (och finlandssvenska) elevers naturvetenskapliga prestationer uppvisar markanta skillnader i internationella mätningar som PISA. Mot bakgrund av att Finland och Sverige har ett till synes likartat skolsystem är det inte helt enkelt att förstå varför de finska och finlandssvenska eleverna presterar så mycket bättre än de svenska. Vad är det som skapar sådana skillnader? Många olika förklaringar har förts fram, tex i relation till lärarutbildning. Men vilket kemilärande möjliggörs i svenska och finlandssvenska undervisningspraktiker? Kemiinnehållet i läromedel från Sverige och Finland är i stort det samma och i finlandssvenska skolor fram till 2007 användes ofta svenska läromedel. I projektet genomfördes 20-40h videobandade klassrumsobservationer relaterade till kemiundervisningen i tre skolor vardera i Svenskfinland (2007-08) och Sverige (2009). Observationerna, kombinerade med intervjuer och dokumentationer, fokuserade periodiska systemet och kemiska bindningar. De första analyserna ger en bild av att det finns skillnader i innehållets behandling och vad som karaktäriserar de konstituerade undervisningspraktikerna i de båda länderna. I finlandssvenska skolor fokuseras t.ex. faktareproduktion (memorering), formelskrivning och detaljerade provfrågor, samma läromedel används i alla skolor. I svenska skolor betonas förståelse av vardagsfenomen, diskussioner och prov som skiljer på G, VG och MVG-frågor där G-frågor utgörs av enkla faktakunskaper. Undervisningen i de finlandssvenska skolorna framstår således som mera lika varandra medan undervisningen i de svenska skolorna uppvisar större variation gällande innehållets behandling och klassrumskommunikation.
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