| 1. |
- Anderhag, Per, 1971-, et al.
(författare)
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Den praktiknära forskningens bidrag till läraryrkets kunskapsbas : en analys av kunskapsprodukter från kollaborativ didaktisk forskning
- 2023
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345.
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
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| 2. |
- Anderhag, Per, et al.
(författare)
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Den praktiknära forskningens bidrag till läraryrkets kunskapsbas : en analys av kunskapsprodukter från kollaborativ didaktisk forskning
- 2024
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Ingår i: Pedagogisk forskning i Sverige. - Växjö : Linnéuniversitetet. - 1401-6788 .- 2001-3345. ; 29:1-2
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
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| 3. |
- Camilla, Gåfvels, 1977-
(författare)
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The Making of a Wreath : Material, Judgement and Interaction in Floristry Education
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Tidskriftsartikel (refereegranskat)abstract
- This article explores teaching how to make a funeral wreath. The analytical perspective is founded on conversation analysis and uses data from 50 hours of video recorded during a one- year floristry education programme for adults in Sweden. The empirical case is organised in two main sections: (1) instructing actions and (2) assessment actions. Moment-by-moment descriptions are used throughout the study given that the case raises questions about what subject-specific knowing entails and how it is constituted through material, judgment and interaction. The findings emphasise that in floristry education, botanical materials have an essential role in the formation of professional judgement. The capability to perceive and make use of specific features of the material is at the core of vocational knowing. Furthermore, knowing about material guides action as well as different modalities of interaction in teaching.
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| 4. |
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| 5. |
- Gåfvels, Camilla, 1977-
(författare)
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Colour and Form : Changing Expressions of Vocational Knowing Within Floristry Education
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates colour and form as pedagogic content in Swedish upper secondary school floristry education between 1990 and 2015, using an analytical approach that draws on social anthropology and falls within the framework of a sociocultural interpretation of educational activity. The data were obtained from multiple sources, including interviews with an experienced senior teacher, which revealed the local history of a leading Swedish floristry school. During the period studied, subject matter related to colour and form became increasingly formalised, with the so-called colour wheel becoming a frequently used educational tool. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have increased in importance within Swedish floristry education since the 1990s; (ii) the colour wheel serves as a tool for participants in education for making aesthetic judgements; (iii) examples show that colour and form theory and practice are intertwined in contemporary Swedish floristry education; and (iv) colour and form theory is one of the tools used by teachers to assess what makes certain designs more or less appropriate. These findings form the basis for the discussion of two aspects of contemporary Swedish floristry education: the colour wheel as a pedagogical tool and the role of conceptualisation, verbal analysis and reflection.
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| 6. |
- Gåfvels, Camilla
(författare)
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Colour and form : Changing expressions of vocational knowing within floristry education
- 2018
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Ingår i: FORMakademisk. - Oslo : OsloMet, Oslo Metropolitan University. - 1890-9515. ; 11:2, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates how expressions of vocational knowing regarding colour and form changed in Swedish upper secondary floristry education between 1990 and 2015. An analytical approach is used which falls within the framework of a sociocultural interpretation of educational activity. During the period studied, subject matter related to colour and form became increasingly formalised. Empirical data was obtained from multiple sources, including two interviews with an experienced senior teacher, which helped to reveal the local history of a leading Swedish floristry school. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have gained prominence in Swedish floristry education since the 1990s, and (ii) these tools have increasingly served to help participants in education make and express aesthetic judgements. Through a discussion of various aspects of contemporary Swedish floristry education, the article illuminates the complexity of long-term changes in vocational knowing.
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| 7. |
- 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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| 8. |
- Gåfvels, Camilla, 1977-, et al.
(författare)
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LÄRLING ELLER SKOLUTBILDNING : olika vägar mot samma mål?
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I detta projekt studeras ”kunnande-i-handling” i en jämförande studie av två åtskilda utbildningssituationer: dels arbetsplatsförlagt lärande (apl) i lärlingsutbildning, dels motsvarande apl för den skolförlagda yrkesutbildningen. För att bidra till ytterligare jämförbarhet på en mer övergripande nivå, har det aktuella upplägget genomförts för två åtskilda gymnasieprogram: Barn- och fritidsprogrammet (BF) respektive Fordons- och transportprogrammet (FT). Syftet är att beskriva lärlingsutbildningarnas särart i jämförelse med skolförlagda program.
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| 9. |
- Gåfvels, Camilla, 1977-
(författare)
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Skolad blick på blommor : Formandet av yrkeskunnande i floristutbildning
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of 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 (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research.
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