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| 2. |
- Antera, Sofia, et al.
(författare)
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Important and achieved competence for Swedish vocational teachers : A survey with teachers and principals
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 76-102
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Tidskriftsartikel (refereegranskat)abstract
- Vocational teachers have a key role in the professional growth of vocational students, making their competence an important factor in the quality of VET. This study explores how principals and vocational teachers identify important and achieved competencies in relation to vocational teachers’ work. The data was collected through an online questionnaire, centred in two types of competence, competence important for teachers (important competence) and competence they consider they have already developed (achieved competence). For each type, a set of 27 competencies was evaluated on a Likert-scale by 370 participants, including both teachers and principals. The statistical analysis was primarily descriptive. The findings indicated that good communication with students, assessment of students’ knowledge, skills and abilities, and creating conditions for learning, are the three most important and achieved competencies in VET teachers’ work. On the contrary, previous teaching experience, working experience with adults and migrants, and the competence related to recruitment of students and marketing of the school, were seen as the least important and achieved ones. Different actors, meaning principals and teachers, reached an agreement on these findings. Future research should look into the reasons behind the selection of specific competence as important and the processes of competence development.
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| 3. |
- Antera, Sofia, 1992-
(författare)
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Vocational Teachers’ Professional Competence at the Intersection of Two Regimes of Competence : The case of Sweden
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The high demand for vocational teachers in Vocational Education and Training (VET) in Sweden has led to their recruitment in the early stages of vocational teacher studies. Entering into this new community of practice, vocational teachers tend to bring in experience from their previous occupational practice. This dissertation explores vocational teachers’ competence through their own perceptions and through the school principals’ perspective, addressing important competence areas, as well as how professional competence is defined and understood by vocational teachers themselves.This dissertation is a compilation thesis of three Studies. Study I is a Conceptual Analysis Method (CAM) of the concept of professional competence of vocational teachers. Study I demonstrated that the main attributes of professional competence include the situated and developmental character of professional competence and its relationship with action. A distinct relationship between professional competence and professionalism, performance, and qualifications was identified as significant to the concept.Study II, a questionnaire of important and achieved competence, answered by 370 participants, showed that good communication with students and assessment of students’ knowledge, skills and abilities are the two most important and achieved competencies for vocational teachers. On the contrary, previous teaching experience and working experience with migrants were placed among the least important. Moreover, Study II presented results on vocational teachers’ challenges, with students that need extra support being the challenge affecting teachers the most.Study III, an interview study with 14 vocational teachers, outlined the regime of competence for vocational teachers. The regime of competence is a set of principles that recognise membership in a community. According to the findings, the regime of competence for vocational teachers includes up-to-date vocational competence, but also interpersonal competence, meaning communication skills and the construction of a teacher-student trust relationship. Part of this regime is also the teacher’s ability to match the student with the workplace, contributing to higher quality work-based training for the student. Finally, a continuous development attitude is included.The combined findings from the three Studies indicated that teaching competence has a high use value due to its relevance with the vocational teachers’ work, but low exchange value as it is not a formal requirement for teachers’ employment. On the contrary, vocational competence have high exchange value, as it is required for recruitment. The analysis of the combined findings concluded that different competence areas are prioritised based on relevance to the teaching practice, formality and individual preference. With these three aspects affecting teachers’ choices of what competence they would develop, there is a risk for unbalanced identities.In conclusion, understanding what is needed for the job of a vocational teacher can facilitate better preparation for vocational teachers. Supporting teachers aligning their previous competence with the regime of competence instructed by the practice of vocational teaching can be assisted through the recontextualisation of previous experiences to achieve relevance to the new tasks.
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| 5. |
- Eliasson, Eva, 1960-, et al.
(författare)
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Health and social care teachers' descriptions of challenges in their teaching at upper secondary school
- 2017
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 7:1, s. 42-63
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Tidskriftsartikel (refereegranskat)abstract
- Since vocational teachers not only mediate theoretical and practical knowledge, but also ideals concerning the professionals’ personalities and actions, the aim of this study is to analyse if and how these ideals influence the highlighted challenges of teaching. The study is drawing on a social constructionist perspective; the method used involves 17 qualitative interviews. The challenges mentioned were as follows: lack of motivation, language and cultural factors, low status of the occupation and plagiarism. Underlying ideals rooted in the health care sector were that students should become a carer because of an inner desire. Moral and ethical values were other ideals that underpinned themes such as dealing with plagiarism and the problems experienced with non-native Swedes. An underlying fact is also the low traditional status of the nursing assistants, a challenge the teachers try to handle without effective tools. In the order to understand the challenges and handle them, the teachers construct categories of differences. This is visible when the categorisation of students is made based on motivation and ethnicity. The findings highlight the importance of courses
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| 6. |
- Rehn, Helena, 1966-, et al.
(författare)
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Caring disposition and subordination. Swedish health and social care teachers' conceptions of important vocational knowledge
- 2015
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 67:4, s. 558-577
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Tidskriftsartikel (refereegranskat)abstract
- Based on the increasing demands for vocational training in upper secondary school to adapt to workplace conditions, the aim of this article is to explore vocational teachers’ conceptions regarding vocational knowledge. Drawing on a social constructionist perspective, this study analysed data from 17 interviews. The study showed how power dynamics, such as gender and class, affect the teachers’ conceptions. The most important expertise, according to the teachers, was related to a feminine caring disposition in which empathy and communication were identified as core abilities. However, these abilities needed to be balanced in order to avoid becoming too emotional. There was a strong link to class, for example, the hierarchical structure was revealed when the teachers spoke of a nursing assistant having to know when to call a nurse rather than a doctor or an ambulance. The findings raise questions concerning what it means for the construction of vocational habitus when a superordinate group trains a subordinate group.
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| 8. |
- Rehn, Helena, 1966-
(författare)
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Framväxten av sjuksköterskan som omvårdnadsexpert : Meningsskapande om vård under 1900-talet
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertion is focused on the concept of caring and its historical development. The aim is to examine the meaning making processes involved in shaping the caring practice in the twentieth century by pointing out and analysing conceptions of caring in texts. The study is based on analyses of union publications, textbooks and texts produced by Swedish governmental committees. Theoretically and methodologically this study is inspired by Norman Fairclough, his critical discourse analysis and his views on meaning, language, change and power relations. The analysis shows that two separate constructions of meaning have dominated the twentieth century. During the first half of the twentieth century, medical science was the chief influence on caring, the idea being that caring should be supplementary to medical practice. Both nurses and nurse's assistants have contributed to this concept of meaning. In the sixties, however, something happened. Old and predominant views on caring are being rejected and questioned by the nurses. The dominant medical discourse is being problemized. Ideas from discourses formally marginalized are being employed by nurses and the governmental committees. The importance of satisfying needs, not just medical ones, and a holistic view on caring are now being stressed. The patient, not the doctor, is thereby focused in the caring practice. The meaning of caring changes from a doing with the body inte a special attitude to the patient. "Omvårdnad" (nursing) is more and more the term around which meaning is evolving.
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| 9. |
- Rehn, Helena, 1966-
(författare)
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Lääkärin apulaisesta hoidon asiantuntijaksi : Sairaanhoitajuus Ruotsissa ennen ja nyt
- 2011. - 1
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Ingår i: Terveysalan. - Helsingfors : Gaudeamus. - 9789524951920 ; , s. 61-78
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Bokkapitel (refereegranskat)abstract
- Vad en svensk sjuksköterska förväntades kunna och göra under 1900-talets början skiljer sig på många sätt från vad hon förväntas kunna och göra idag. Någonstans under historien har det alltså skett en förändring av sjuksköterskeyrkets innebörder. Syftet med denna text är att analysera och synliggöra vilka föreställningar och diskurser som under 1900-talet bidragit till det svenska sjuksköterskeyrkets innebörder. Studien bygger på analyser av statliga utredningar, läroböcker samt artiklar i sjuksköterskornas fackliga organ. Resultatet visar att två separata meningskonstruktioner har dominerat i Sverige under 1900-talet. Under första halvan av seklet, var den medicinvetenskapliga diskursen den huvudsakliga influensen till yrket, föreställningarna om sjuksköterskan präglades av att hon skulle komplettera och tjäna läkaren. Men på 1960-talet händer något. En ny meningskonstruktion som utgör ett tydligt brott mot den från 1900-talets första hälft tar form. Texter börjar lyfta fram vikten av att sjuksköterskan tillgodoser behov hos patienten, behov som inte bara är medicinska. Patienten, inte läkaren, bör nu utgöra den huvudperson kring vilken sjuksköterskan riktar sin uppmärksamhet.
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