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- Arvidsson, Minna, 1981-, et al.
(författare)
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Step by step - moving forward : Different resources for learning at vocational education on the handicraft programme
- 2023
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Ingår i: Book of abstracts.
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Konferensbidrag (refereegranskat)abstract
- In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale. The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings. Methods/Methodology Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. Expected outcomes In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools. References Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-zMarton, F. (2015). Necessary conditions of learning. Routledge. Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers.
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| 2. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Using the Mirror as a Working Tool in Handicraft Education
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). - Liverpool.
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Konferensbidrag (refereegranskat)abstract
- In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
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