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- Berg Christoffersson, Gunilla, 1955-
(författare)
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Digital dialog som redskap för utveckling av yrkeskunnande : - en studie vid APL på gymnasieskolans vård- och omsorgsprogram
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Berg Christoffersson, Gunilla (2015). Digital dialog som redskap för utveckling av yrkeskunnande - en studie vid APL på gymnasieskolans vård- och omsorgsprogram. (Digital dialogue as a tool for development of vocational knowing – A study during workplace-based learning in a Health and Social Care Program in Upper Secondary School) Stockholm University. Graduate school in the Pedagogy of Vocational Subjects. Written in Swedish with an English summary. Students vocational knowing is the focus of this study conducted in a Health and Social Care program in an Upper Secondary school. The empirical material for the study is drawn from a digital dialogue where students, teachers and professional supervisors described, reflected and gave feedback upon the vocational knowing that students take part of in their workplace-based learning (APL). Reflection on the practical part of the training usually takes place in the school environment because it is difficult to provide time and space for reflection at workplaces. The theoretical framework is based on a sociocultural perspective on learning (Säljö (2000). In this study the digital platform and the written dialogue, was used as a tool for communication and learning. The written digital dialogue was analyzed according to qualitative content analysis (Krippendorff, 2004; Graneheim & Lundman, 2004). Five categories emerged in the analysis of the data collection: relational knowing, knowledge of the care-recipients situation, knowing how to execute a task, emotion-related knowing and knowledge of the work environment. The result shows that it was the unexpected situations, students reflected most upon. In the analysis of the result these situations could be related to the affective knowledge according to Ellström (1992). These occasions would then show the ability to adapt, assess and identify unforeseen situations (cf. Lindberg, 2003). The feedback received in the dialogue is mostly in line with findings from earlier studies but differs in the way that the encouraging feedback, especially from other students, motivates students to develop their writing. This study contributes to existing research and emphasizes the importance of giving the students an opportunity to reflect in direct connection to workplace-based learning. The current study also shows that a digital dialogue is suitable to use as a tool for developing vocational knowing. The interaction between students, teachers and supervisors that is presented in this study also shows the possibilities to increase collaboration between school and workplace. KeywordsVocational knowing, reflection, digital dialogue, feedback, workplace-based learning
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- Christidis, Maria, 1982-
(författare)
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Integrated teaching for expanded vocational knowing : Studies in the Swedish upper secondary Health and social care program
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Integrated teaching is emphasized in Swedish upper secondary vocational education and training, for managing sociocultural and historical changes related to: a) increased demands on future competent health care workers, b) educational reforms, c) altered conditions for vocational teachers’ work, and d) vocational contextualization of teaching and learning content. However, national curricula from 1970, 1994, and 2011 recommend integrated teaching as a solution without any specific concretization of what integration could or should contribute with. Thus, the aim of this thesis was to explore the realization of integrated teaching and the vocational knowing made available by integration for students at the Swedish upper secondary Health and social care program, and partly for nursing students in higher education and training. The research questions attended to how integrated teaching is realized, and what vocational knowing is made available by integration.Theoretical point of departure was Cultural historical activity theory (CHAT), complemented with New literacy studies (NLS). The methodological framework included ethnographically inspired case studies, interviews, specifically semi-structured interviews and life-history interviews, and a systematic review. Research material was collected in 2012 and 2018. Analysis was performed with selected concepts from CHAT, and in one study also with concepts from NLS. In one study, i.e. the systematic review, GRADE CERQual was used for an assessment of confidence in the review findings.Study results showed that integrated teaching, regardless of composition and format, made available a vocational, a general, and an expanded vocational knowing. Also, vocational contextualization of school subjects was shown to be significant as an additional teaching and learning content and as mediational means between school and workplace.In conclusion, integrated teaching was shown to respond to the sociocultural and historical developments by making available for students an expanded vocational knowing. Also, vocational contextualization was shown to make possible for students learning knowing relevant for their future profession.
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- Comas-Forgas, Ruben, et al.
(författare)
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Prevalence and factors associated with academic plagiarism in freshmen students of Social Work and Social Education : an empirical analysis
- 2023
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Ingår i: Revista ELectrónica de Investigación y EValuación Educativa. - 1134-4032. ; 29:2
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the study of academic plagiarism among freshmen university students enrolled in the degrees of Social Work and Social Education. Through a questionnaire applied to 913 students from 6 cohorts, the prevalence of plagiarism and some of the main factors associated with this phenomenon are analysed. The main results indicate that the students with the greatest tendency to plagiarize are associated with being male, younger, consider themselves to be worse students, value plagiarism less seriously, are poorly motivated by their studies and face academic tasks with a propensity to procrastinate. Finally, the students who plagiarize the most in their assignments are also the ones with the greatest propensity toward dishonest behaviour in other evaluation activities and the ones who attach the least seriousness to this fraud. The conclusions of the study indicate and provide areas for interventions aimed at promoting academic integrity and reducing fraudulent practices in higher education based on evidence.
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Comparative Issues and Research Concerns in the National Landscape of Vocational Education & Training : Emergent Issues in Research on Vocational Education & Training Vol. 2
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book is the second one of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.This volume illustrates well the diversity of research in the eld in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.
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Decentralization and centralization policies in education in Europe : current trends and challenges
- 2002
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Decentralization and centralization are as opposite trends in educational policies, as much as they are in economics and politics. A preliminary assumption considers the existence at European level of two main forces having a major impact in educational policies. First: the ideal of a common European identity, an economical and social community, which claims for common goals, unified policies, that is centralization. The second group of forces can be related to the importance of the individual and local level to be involved in decision making in education, the diminishing of the role of central authorities and the partnership market & education. This, on the contrary, is assumed to claim for decentralization in educational policies.With the above as a conceptual point of departure the First International Workshop attempted to initiate a debate and search for answers to questions such as the followings: In which ways this apparently “opposite forces” could strive towards the same goals?, Which criticism could be put forward to the approach presented above? Are there other perspectives to consider when scrutinizing decentralization and centralization in education? What is possible to do in terms of research to approach this problematic? The keynote speeches and papers included in this report approach some of these questions or deepen into others relevant with a perspective covering from research experiences to local issues.
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