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| 2. |
- Gougoulakis, Petros, 1958-
(författare)
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Educating teachers for sustainable development
- 2019. - 4
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Ingår i: Facets and Aspects of Research on Vocational Education and Training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 285-317
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Bokkapitel (refereegranskat)abstract
- Indeed, sustainability and sustainable development are the catchwords of our time. As a starting point for a scholarly conversation on Education for Sustainable Development (ESD), the presentation here is approaching ESD from the perspective of teacher education. When we refer to teacher education, we are mainly moving within a Swedish context and using, as a case study, for the sake of exemplification, the vocational teachers training program. Initially, the discourse on sustainability is set in the context of current societal trends, experiences of social acceleration and changes in the tempo of modern social life. After that, a review is made of how the Curriculum for upper secondary school as well as the Education Plan for teacher education address SDE and whether it provides sufficient and unambiguous guidelines for teachers and school leaders to work for sustainable development in a sustainable way. The chapter concludes with some reflections about the transformative potential of ESD.
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| 3. |
- Gåfvels, Camilla
(författare)
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Educating the Floristry Gaze
- 2019
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Ingår i: Facets and aspects of research on vocationale education and training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 136-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Tis chapter summarises some of the key takeaways from my 2016 doctoral thesis, ‘Educated Gaze on Flowers: Te Formation of Vocational Knowing in Floristry Education’. As compared to an article-based thesis, the focus is less on the content of the (four) separate articles and more on the introductory chapter of a compilation thesis,9 originally meant to deepen and frame the separate investigations behind each of the articles, thereby conveying more of the overarching results in parallel with the overall theoretical reasoning. Te focus of the thesis is the formation of vocational knowing within adult and upper secondary foristry education in Sweden. Te research is based on a sociocultural perspective on educational practice (Säljö, 2011, 2013; Wertsch, 1998) and a relational view of knowing (e.g. Carlgren, 2015; Molander, 1996). Te results contribute to understanding the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011), as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (1) fnancial and aesthetic 9 Te reason for this choice is twofold. First, there seems to be little point in a word-by-word repeating of the ‘English summary’ from the original thesis. Second, the focal points for two of the four original articles were altered during the publication process. * Correspondence: camilla.gafvels@konstfack.se137values, (2) verbal and non-verbal communication, (3) botanical materials and tools and (4) making. Te respective roles and interrelations of these four components of vocational knowing in foristry are discussed. Te contribution of the thesis is twofold. First, the thesis contributes to the understanding of vocational education through a close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched feld of Swedish foristry vocational education, the thesis bridges a gap in the existing knowledge regarding the evolution of Swedish vocational education. As foristry education is little researched internationally, the thesis also contributes to the wider body of international research.
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| 4. |
- Kontio, Janne, et al.
(författare)
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Collective and individual use of smartphones : Embodied interaction in Swedish upper secondary Building and construction and Hairdresser educations
- 2019
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Ingår i: Emerging Issues in Research on Vocational Education & Training. - Stockholm : Premiss. - 9789189077010 ; , s. 174-216
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Bokkapitel (refereegranskat)abstract
- This chapter has a special focus on the use of smartphones among students in two Swedish study programs in upper secondary school; one traditionally male education, the Building and construction program; and one traditionally female education, the Hairdresser program. The results derive from a larger video-ethnographic project with the aim to explore the role of smartphone usage in upper secondary classrooms in Sweden. In this project we have used new and innovative methods regarding how students’ digital activities in the classroom could be cap- tured and studied. While the smartphones were used individually to a notably higher extent by the students in the hairdressing classroom, there were significantly more collective features in the smartphone usage of the students in the building and construction class. In the latter, the students showed up what they did on their smartphones for several of their classmates at the same time, we also witnessed situations where the students used each other’s smartphones; interactional traits that we did not witness at all in the studied hairdressing classes. In this chapter, we study what these collective and individual features of mobile usage look like, and what their interactional purposes are. More precisely, the purpose is to study the embodied interactional processes the students engage in when using their smartphones and how these processes relate to their shaping of a professional identity.
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- Lagercrantz All, Katarina, 1957-
(författare)
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Adult education in health and social care - Vocational education as a way into society
- 2019
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Ingår i: Facets and aspects of research on vocationale education and training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 217-239
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Bokkapitel (refereegranskat)abstract
- In Sweden, as in many other countries, the health and social care sector are in great need of staff recruitment and are therefore a secure road into the labour market for people who are unemployed or risk being unemployed (Torres, 2010a; Ahnlund & Johansson, 2010; SCB, 2014). To secure employment in the workplace, for example in elderly care, there is a requirement for a formal education: the adult education program in health and social care (SOU 2008:126). The purpose of this paper is to investigate the students’ experiences of their education, with a focus on what competence and knowledge they describe as necessary in their future work in health and social care. The data is collected from 15 in-depth interviews with students in adult education programs in health and social care at different schools.Theoretical framework is based mainly on Lave and Wenger theory of Legitimate Peripheral Participation and Learning (Lave & Wenger 1991/2011). The analysis also includes a sociocultural theory according to Säljö (2000/2005). The result shows that the requirement of cultural and linguistic competence is paramount. It also became clear that during the education, the student will meet several complex mediating artifacts, some of them can make the work even more complicated. Furthermore, it became clear that personal qualities can be crucial to whether education is finished.
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| 6. |
- Lindberg, Viveca, 1954-
(författare)
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Traditional assignments in Swedish vocational carpentry education of today but changed vocational knowing
- 2019
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Ingår i: Facets and aspects of research on vocationale education and training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 24-49
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Te aim of this chapter is to investigate what emerges as vocational knowing based on the main assignments students in a Swedish upper secondary vocational Craf programme are expected to produce. Assignments were chosen as the main focus since they determine what materials and tools are to be used and how they are to be used. In this way they are understood as the core of a learning practice. Methods: three audio-recorded group-interviews and videorecorded sequences of teaching/learning in the school workshop as well as digital photos for the data for the study. Result: Te roots of the assignments were traced to 1920s, while interviews and video-recordings revealed that several changes in tools, materials and safety regulations had occurred over the decades. A conclusion is that although the assignments could be considered old, they still crystallize vocational knowing that is central for carpenters. However, the content of vocational knowing of the 21st century has changed as tools and materials no longer are the same.
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| 7. |
- Rönnström, Niclas, et al.
(författare)
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Managing contexts, mastering complexity – School leadership in vocational education and training.
- 2019
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Ingår i: Facets and Aspects of Research on Vocational Education and Training at Stockholm University. - : Premiss förlag. - 9789189077010 ; , s. 405-435
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Bokkapitel (refereegranskat)abstract
- A newborn interest in and growing recognition of school leadership and school leaders in education is reflected in a converging global policy climate geared to higher performance and better results in schools. School leaders are no longer chiefly seen as administrators; rather, they are expected to be learning oriented school leaders and to play crucial roles in student achievement, teacher performance, school improvement and in effective school reform. This development has prompted debate on the knowledge base of school leadership, but also tensions with regard to the general expectations of and the concrete contexts for school leadership. In this paper, we examine and analyze the narratives of Swedish principals in vocational education and training as they face the challenges and growing expectations of embracing (instructional) leadership for teaching and learning in their work. We discuss the growing global interest in school leadership for teaching and learning, or instructional leadership, and its growing institutionalization, and we define what we mean by organizational complexity as a fundamental trait of schools and an inescapable condition for school leadership. We suggest that school leadership in vocational education and training often is subject to organizational hyper-complexity, and that effective school leaders in vocational education and training must be able to manage a variety of intermingling tasks and contexts in their schools. School leadership for teaching and learning in vocational education and training can be seen as the art of embracing, using and mastering organizational complexity.
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