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- Berglund, Ingrid, 1954, et al.
(författare)
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Vocational teacher students’ critical reflections in site-based education
- 2020
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Ingår i: International Journal of Training Research. - : Informa UK Limited. - 1448-0220 .- 2204-0544. ; 18:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.
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| 2. |
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| 3. |
- Enochsson, Ann-Britt, 1956-, et al.
(författare)
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Obstacles to progress : Swedish vocational teachers using digital technology to connect school and workplaces
- 2022
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Ingår i: International Journal of Training Research. - : Routledge. - 1448-0220 .- 2204-0544. ; 20:2, s. 111-127
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Tidskriftsartikel (refereegranskat)abstract
- Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.
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| 4. |
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| 5. |
- Gåfvels, Camilla
(författare)
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VET teachers’ learning in feminised vocations- a comparative study of Swedish floristry and hairdressing teachers
- 2020
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Ingår i: International Journal of Training Research. - : Informa UK Limited. - 1448-0220 .- 2204-0544. ; 18:1, s. 55-67
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the continuing professional learning of Swedish hairdressing and floristry teachers, based on semi-structured interviews with six experienced female teachers. The research question that guided the work asks what continuing professional learning do experienced floristry and hairdressing teachers undertake in relation to their vocational field and to pedagogy. The analysis applies concepts from the theory of practice architectures, and focuses upon the sayings, doings and relatings that surface in the interview data. The findings indicate that the VET teachers handle their learning relatively independently of the schools at which they are employed. Furthermore, more personal agency was required from the floristry teachers, than from the hairdressing teachers for whom organised business interests provide ample education and training opportunities. The article argues that the VET teachers who rely on themselves and their colleagues can control their own continuing professional learning at their place of work.
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| 6. |
- Henning Loeb, Ingrid, 1962
(författare)
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Continuously developing and learning while teaching second language students. Four storied narratives of accomplished VET teachers
- 2020
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Ingår i: International Journal of Training Research. - : Informa UK Limited. - 1448-0220 .- 2204-0544. ; 18:1, s. 68-83
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Tidskriftsartikel (refereegranskat)abstract
- This article builds on studies that analyze how accomplished teachers in VET in Sweden undertake educational challenges and develop their teaching and support of second language learners. Two overarching research questions informed the study: How are educational challenges described by the teachers and what pedagogy and methods are they developing in their teaching practice, in order to face the described challenges? What enabling and constraining conditions for continuing professional learning can be identified? The results from four in-depth interviews with teachers make up the empirical body and provide a rich picture of how accomplished VET teachers are involved in continuous learning while developing their teaching practice. The final part is a comprehensive analysis, where the results are discussed with concepts from the theory of practice architectures.
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| 7. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Renaissance or a backward step? Disparities and tensions in two new Swedish pathways in VET
- 2013
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Ingår i: International Journal of Training Research. - Wagga Wagga, N.S.W. : eContent Management Pty Ltd. - 1448-0220 .- 2204-0544. ; 11:2, s. 134-149
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Tidskriftsartikel (refereegranskat)abstract
- This article builds on results from studies of two new pathways in Swedish upper secondary VET. A major reform was launched in 2011 and the restructuring was presented by the Minister of Education as a 'renaissance for VET education'. The conclusion of the Upper Secondary Commission is that 'students shall be more specialised within their vocational or study area compared to today's vocationally oriented programmes'. We conceptualize the restructured upper secondary VET and these two new educational pathways as a new 'VET practice architecture'. Apprenticeship Education and Vocational Introduction are both regarded as alternatives to school-based VET, particularly beneficial for students with ‘practical' learning styles and as alternatives for students who lack the motivation to study in regular VET programmes. The results from the empirical studies show a landscape of disparities and tensions and the vocational learning taking place challenges the notion of a 'renaissance for VET education'.
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| 8. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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Experiences of Educational Content in Swedish Technical Vocational Education : Examples from the Energy and Industry programmes
- 2014
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Ingår i: International Journal of Training Research. - : Routledge. - 1448-0220 .- 2204-0544. ; 12:2, s. 122-131
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Tidskriftsartikel (refereegranskat)abstract
- In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants talked about concerning the educational content.The told experiences of educational content concern five themes: basic knowledge, assessment, different educations, interest and integration of theory and practice. These themes relates to different levels of knowledge, from basic knowledge to learning to learn.Read More: http://pubs.e-contentmanagement.com/doi/abs/10.5172/ijtr.2014.12.2.122
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| 10. |
- Lindberg, Viveca, 1954-
(författare)
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Vocational knowing and the content in vocational education
- 2003
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Ingår i: International Journal of Training Research. - 1448-0220. ; 1:2, s. 40-61
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Tidskriftsartikel (refereegranskat)abstract
- What is the object of activity for teachers in vocational education, i.e. whatis the content that vocational teachers want their students to learn? Whatcan the answer indicate about vocational education as a social practice,compared to the social practice of apprenticeship? The article is based onsequential interviews with twelve teachers from five vocational programs.In the interviews, the teachers relate the content of vocational education tovocational knowing, but vocational knowing and knowing in school are notthe same thing. Vocational knowing is described as a situated judgement,consisting of a vocational language for the content of the vocation (tools,materials, methods, techniques, planning and ethics) and experience ofworking with these. Tacit knowing is essential in the interaction betweenthese two aspects. Knowing in school can be described as having developedthe abilities for further learning in different contexts. The main areaconcerns preparation for the vocation, whereas the others concern furtherlearning more specifically (in the vocation, in higher education and inretraining) and citizenship. The results are discussed in relation to learningand knowing in learning vs. in producing practices.
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