| 1. |
- Köpsén, Susanne, 1952-, et al.
(författare)
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Boundary processes in connection with students' workplace learning : Potentials for VET teachers' continuing professional development
- 2018
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:1, s. 58-75
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on VET teachersￜ engagements in boundary processes between schools and workplaces in connection with studentsￜ workplace learning, the conditions for such boundary processes, and how these activities may enable VET teachersￜ continuing professional development (CPD). Thirty VET teachers have been interviewed and their replies have been analysed in a theoretical framework of situated learning. The VET teachers described two main forms of boundary processes: boundary encounters and brokering by VET students. These processes support the occupational learning of VET teachers to different degrees. Teachersￜ access to the workplace and their engagement and involvement in work and social interactions influence the potential for learning. Structural factors in school practices determine the nature of the boundary processes experienced by VET teachers and hence, the conditions for VET teachersￜ CPD.
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| 2. |
- Andersson, Per, Professor, 1964-, et al.
(författare)
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VET teachers between school and working life : boundary processes enabling continuing professional development
- 2019
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Ingår i: Journal of Education and Work. - : Routledge. - 1363-9080 .- 1469-9435. ; 2:6-7, s. 537-551
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Tidskriftsartikel (refereegranskat)abstract
- Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.
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| 3. |
- Gustavsson, Maria, 1962-, et al.
(författare)
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Inledning
- 2018. - 1
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Ingår i: Yrkesutbildning – mellan skola och arbetsliv. - Lund : Studentlitteratur AB. - 9789144121413 ; , s. 13-22
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Gustavsson, Maria, 1962-, et al.
(författare)
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Yrkesutbildning – mellan skola och arbetsliv
- 2018. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Gymnasial yrkesutbildning utgör en viktig del av det svenska utbildningssystemet och har ett komplext samhälls- och utbildningsuppdrag. Arbetslivet och skolan kan ha skilda förväntningar och målsättningar som ibland är svårförenliga. Yrkesutbildningarna ska å ena sidan svara mot arbetsmarknadens behov av yrkeskunskaper och leda till arbete. De ska å andra sidan även ge en bred allmänutbildning för att främja ett livslångt lärande. Boken belyser balansakten mellan skola och arbetsliv: hur yrkeslärare, elever och handledare på arbetsplatser anpassar och balanserar de politiska kraven och det mångsidiga samhällsuppdraget på lokal nivå. Boken ger ett helhetsperspektiv på gymnasial yrkesutbildning och beskriver bland annatyrkeslärares och handledares pedagogiska och didaktiska utmaningarelevers strategier för lärande på arbetsplatsenbehovet av samverkan mellan olika kategorier lärare för ämnesintegrerad och yrkesrelaterad undervisningyrkeslärares behov av kompetensutveckling i sitt yrkesämne.Boken bidrar till praktiknära kunskap om gymnasial yrkesutbildning och hur balansakten mellan utbildning och arbetsliv kan förstås och utvecklas. Den är skriven för blivande och redan aktiva yrkeslärare, men vänder sig också till rektorer och skolledare som har ansvar för att samverkan mellan skola och arbetsliv fungerar i yrkesutbildningen.
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| 5. |
- Köpsén, Susanne, 1952-, et al.
(författare)
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Yrkesutbildning - avslutande ord
- 2018
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Ingår i: Yrkesutbildning - mellan skola och arbetsliv. - Lund : Studentlitteratur AB. - 9789144121413 ; , s. 195-204
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I inledningskapitlet skisserades en modell som använts i denna bok, för att rama in ett helhetsperspektiv på yrkesutbildning som befinner sig mellan skola och arbetsliv. Bokens kapitel ger exempel på hur målsättningar formulerade på politisk nivå kommer till uttryck i yrkesutbildningens vardagspraktik, det vill säga hur yrkeslärare, yrkeselever och handledare dagligen hanterar yrkesutbildningens mångsidiga utbildningsuppdrag. Detta avslutande kapitel sammanfattar några av bokens huvudpoänger utifrån resonemang och slutsatser som presenterats i de olika kapitlen.
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| 6. |
- Bredlöv, Eleonor, 1982-
(författare)
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Shaped for beauty : Vocational and gendered subjectivities in private education for the beauty industry
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to answer the question: How are vocational, gendered subjectivities produced in vocational education for the beauty industry? Drawing on Foucault and poststructural feminist theory, this question is answered in four papers, in which the material consists of beauty-school recruitment and marketing material, interviews with skin and spa therapy students and observations of practical skin and spa therapy training. These are educational arrangements that are closely bound to the economic sector of the beauty industry, and they have remained remarkably unexplored. Various aspects of subjectivity production are explored throughout these papers: Paper I shows how the potential beauty student is shaped through processes of responsibilising and individualising in recruitment; Paper II shows how a scientific and caring professional emerges; Paper III shows how students learn to adopt a critical gaze towards bodies; and Paper IV shows how students are produced as emotional workers and learners, taking Hochschild’s term “emotional labour” as a point of departure. The results show how (medical) scientific knowledge becomes a resource in the production of the skin and spa therapy professional, mobilising gender relations of power, and neglecting other types of skills and knowledge. However, relational and caring aspects of work and learning emerge in the study through the way in which wider discourses of femininity inform the ways in which students are produced as professionals.
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| 7. |
- Köpsén, Susanne, 1952-, et al.
(författare)
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Learning in practice : Arrangements for learning and supervision for becoming a forensic expert
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The profession of a forensic expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a forensic expert? In Europe, professional training to become a forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Köpsén & Nyström, 2011, 2012) of the only formal way to become a forensic expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).This report is based on a study with the overall aim of investigating future forensic experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for forensic expert trainees, which combines general forensic introductory courses for forensic experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional forensic experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other forensic experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled forensic expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.
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| 8. |
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