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1.	Ahn, Song-ee, 1972-, et al. (författare) The professional bodies of VET teachers in the context of simulation-based training for vocational learning 2023 Ingår i: Vocations and Learning. - : SPRINGER. - 1874-785X .- 1874-7868. ; 16, s. 141-156 Tidskriftsartikel (refereegranskat)abstract It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.
2.	Andersson, Per, 1964-, et al. (författare) Maintaining Competence in the Initial Occupation : Activities among Vocational Teachers 2018 Ingår i: Vocations and Learning. - : Springer Netherlands. - 1874-785X .- 1874-7868. ; 11:2, s. 317-344 Tidskriftsartikel (refereegranskat)abstract Contemporary work-life changes rapidly, and vocational education andtraining (VET) teachers need to keep up-to-date with changing knowledge demandsand technological developments. This article concerns VET teachers’continuing pro-fessional development (CPD) related to the specific vocations for which they teach. Theaim is to analyse VET teachers’participation in various types of activities designed tomake them become more knowledgeable in relation to industry currency. The studydraws on a socio-cultural perspective on practice and learning. Theory concerningadults’participation in education is also used in analysing drivers of and barriers toparticipation in learning activities. The analyses are based on survey data from 886Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) ofparticipation in terms of professional development, and teachers’background. Readingprofessional texts was the most common CPD activity among those VET teachersparticipating in the study. Reading, and work in the VET teacher’s former/initialoccupation were the two activities where variation in performing them could beexplained to the highest degree. The study particularly highlights the importance ofboundary crossing between school and work-life for maintaining and developing theindustrial currency of VET teachers’competence. Active membership and engagementin the community of practice of the initial occupation is important for participation inCPD activities closely related to this community.
3.	Antera, Sofia (författare) Professional Competence of Vocational Teachers : a Conceptual Review 2021 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 14, s. 459-479 Forskningsöversikt (refereegranskat)abstract In this article, the variety of interpretations of the concept of professional competence with reference to vocational teachers is reviewed and discussed. Previous vocational teacher research has been found to focus on which professional competencies vocational teacher possess or should demonstrate, with little focus placed on how competence is defined, leaving a gap related to how the professional competence concept is perceived and constructed. Through a conceptual analysis method (CAM), which follows the data collection process of a systematic literature review, the researcher identifies the concept attributes that are commonly shared as well as neighboring concepts associated with professional competence. Findings indicate that only few studies detail solid concept definitions. Furthermore, there is an agreement amongst the researchers on the main attributes of professional competence, including the situated and developmental character of professional competence as well as its relationship with action. In regard to concept use, there are distinct interrelationships between professional competence, professionalism, performance and qualification. Most definitions regard the individual as the reference point and little to no discussion takes place regarding professional competence at a collective level. Because complex concepts like the one under study can lead to confusion, it is suggested that their use should be accompanied by a discussion of their various meanings.
4.	Avby, Gunilla (författare) Correction: Professional Practice as Processes of Muddling Through: a Study of Learning and Sense Making in Social Work (vol 8, pg 95, 2015) 2015 Ingår i: Vocations and Learning. - : SPRINGER. - 1874-785X .- 1874-7868. ; 8:1, s. 115-115 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract n/a
5.	Avby, Gunilla, 1965- (författare) Professional Practice as Processes of Muddling Through : a Study of Learning and Sense Making in Social Work 2015 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 8:1, s. 95-113 Tidskriftsartikel (refereegranskat)abstract Using an ethnographic approach, the aim of this study was to explore how social workers learn and make sense of experiences in their daily practices. Five events that took place during an ordinary day of child investigation work are described and serve as the basis for the analysis. The findings imply that investigation work is largely a social rationalization process and that the interaction between different actors in work is a strategy to enhance the level of knowledge and contribute to learning among the professionals. Thus, learning is embedded in daily activities, for example, consulting colleagues, framing problems and building relationships. Furthermore, the findings suggest the possibility of assuming a contextualized view of reasoning, a so-called contextual rationality, which maintains that practitioners need to make judgments in a way that is sensitive to and relevant for their own contextualized settings. Contextual rationality is a reasonable strategy to deal with complex problems in daily practices that cannot be completely analysed or solved. Contextual rationality is thus not about accuracy, rather it engages individuals to find meaning and order in the complexity of modern organizations where norms, values and expectations provide frameworks for explanations. Besides offering an explanation for the basis of practice, the study identifies a variety of learning opportunities in everyday practice that could potentially be used in efforts to organize a more reflective practice to facilitate improved workplace learning.
6.	Barman, Linda, 1972-, et al. (författare) Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers 2023 Ingår i: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868. Tidskriftsartikel (refereegranskat)abstract This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
7.	Berner, Boel, 1945- (författare) Learning Control : Sense-Making, CNC Machines, and Changes in Vocational Training for Industrial Work 2009 Ingår i: Vocations and learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 2:3, s. 177-194 Tidskriftsartikel (refereegranskat)abstract The paper explores how novices in school-based vocational training make sense of computerized numerical control (CNC) machines. Based on two ethnographic studies in Swedish schools, one from the early 1980s and one from 2006, it analyses change and continuity in the cognitive, social, and emotional processes of learning how to become a machine tool operator. What and how students learn will become part of their self-understanding, future vocational identity, and sense of what they know. The paper discusses in detail the various tasks involved in learning CNC and how students and teachers understand and handle their everyday encounters with the machines. The study combines a situated learning perspective with one from science and technology studies, which focuses on how a technology’s script is made workable, or “localized”, as part of ongoing activities and interactions in the school.
8.	Carlsson, Sandra, et al. (författare) Teaching Here and Now but for the Future : Vocational Teachers Perspective on Teaching in Flux 2023 Ingår i: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 16, s. 443-457 Tidskriftsartikel (refereegranskat)abstract As working life changes, it places new demands on vocational competence and the use of different digital technologies. It affects vocational teaching, yet digitalization within vocational education constitutes a scarcely researched area. In this study, we explore how vocational teachers relate to teaching in a digitalized society from a socio-material perspective and explore the possibilities as well as the discursive manifestations of contradictions it gives rise to. Data includes semi-structured interviews with ten vocational teachers, representing eight vocational programs in Sweden. Findings show how vocational teachers benefit from digital technology to realize pedagogical strategies and facilitate students’ vocational competence. At the same time, digitalization entails challenges of keeping up with changes in working life and providing students with relevant vocational digital technologies. Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating different contradictions.
9.	Christidis, Maria, et al. (författare) Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program 2019 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 12:3, s. 479-498 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.
10.	Döös, Marianne, 1949-, et al. (författare) Organizational learning as an analogy to individual learning? A case of augmented interaction intensity 2015 Ingår i: Vocations and Learning. - Sweden : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 8:1, s. 55-73 Tidskriftsartikel (refereegranskat)abstract This paper attempts to explore an analogy between individual and organizational learning within experiential learning theory (ELT). The focus is on both the possibility of identifying a learning subject that learns in action, and on the genesis process behind the learning of a suggested learning subject at organizational level. The exploration uses an empirical study of a global software communication organization. The research adopts a qualitative approach, with data from three middle-management layers of a research and development (R&D) unit with 5,000 employees. During the study, shifts of emphasis occurred between two organizational logics, which required work-integrated learning. Metaphorically speaking, the organization was portrayed as ‘teeming with interaction’, and a growing wave of change decisively altered both the thinking and work processes within the organization. The organizational learning process is theoretically understood as an ‘augmented intense interaction’ around a specific content. The subject that learns and upholds the outcome is suggested to be the teeming activity, comprehended as a living organism. In practice, the awareness of an organization as a body that teems with interaction has potential to offer new understanding about how to manage change.
11.	Ennerberg, Elin, et al. (författare) Career Adaptability among Migrant Teachers Re-Entering the Labour Market : a Life Course Perspective 2022 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 15, s. 341-357 Tidskriftsartikel (refereegranskat)abstract Amongst the most significant labour market challenges is the integration of migrants and the opportunities for individual migrants to find employment that match their qualifications. The object of this study is to analyse the formal and informal obstacles migrant teachers face when entering the labour market. These obstacles include the formal validation of existing credentials, as well as the needs of local schools, and migrant teachers' own experiences of the new school system. We have conducted qualitative interviews with school principals, representatives at labour market organizations and authorities and migrant teachers. By analysing these different accounts we argue that the individual career adaptability of migrants also needs to be understood in relation to institutional and organizational constraints. Moreover, by adding a temporal understanding to the integration process, we find that migrants' own perception of the process and the time-scales of entering work should be accounted for more explicitly in the guidance process.
12.	Fejes, Andreas, 1977-, et al. (författare) Caring and daring discourses at work : doing gender through occupational choices in elderly care and police work 2013 Ingår i: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 6:2, s. 281-295 Tidskriftsartikel (refereegranskat)abstract This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.
13.	Fejes, Andreas, et al. (författare) Recognising Prior Learning : Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective 2009 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 2:1, s. 37-55 Tidskriftsartikel (refereegranskat)abstract This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.
14.	Gegennfurtner, Andreas, et al. (författare) Assessing the Quality of Expertise Differences in the Comprehension of Medical Visualizations 2013 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 6:1, s. 37-54 Tidskriftsartikel (refereegranskat)
15.	Grytnes, Regine, et al. (författare) Apprentice or student? The structuring of construction industry vocational education and training in Denmark and Sweden and its possible consequences for safety learning 2018 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 11:1, s. 65-87 Tidskriftsartikel (refereegranskat)abstract There is a notable difference in occupational injury rates in the two Scandinavian countries, Sweden and Denmark, with the latter having a 40% higher rate of fatal occupational injuries in the construction industry. This study explored differences in the vocational education and training (VET) systems between Sweden and Denmark that may be important for students’ safety learning and practice during VET. In both countries, students participate in full-time education, and the curriculum includes school-based as well as company- based training. However, during company- based training Swedish students retain their student status, whereas Danish students are employed as apprentices. From a perspective of viewing safety as a social practice developed through interactions of different social and institutional bodies, the analysis points to this difference in employment status as important for their safety practices and also for the teachers’ position to influence safety learning and practices during company-based training. An analysis of interview and survey data focusing on how VET students enact safety ‘knowings’ across learning sites, suggest how different forms of connectivity models in VET promote various forms of safety learning among students.
16.	Gustavsson, Maria, et al. (författare) The Learning Potential of Boundary Crossing in the Context of Product Introduction 2017 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 10:2, s. 235-252 Tidskriftsartikel (refereegranskat)abstract The aim is to explore challenges related to the integration between product development and production in product introduction and, given these challenges, to analyse the learning potential of boundary crossing in the context of product introduction. The paper draws on evidence from a Swedish manufacturing company. The theoretical framework is based on a boundary-crossing perspective, which in turn is framed by a workplace learning perspective. Data were collected through interviews with 19 employees from the product development department and 21 employees from the production plant, and 8 focus-group interviews. Within the company, there were many challenges related to product introduction, but the findings also show these challenges can provide learning opportunities by enabling the boundaries to be crossed between the product development department and the production plant. Several forms of intrapersonal or interpersonal boundary crossing were identified. Individuals acted as brokers, and prototypes, pre-series, DfA analysis and a crossfunctional team served as boundary objects and encounters. Nothing in our study indicates that the boundary crossing identified on the intrapersonal and interpersonal levels created learning potentials on the organisational level in the company. The conclusion is that it is necessary to consider the learning potential made available by boundary crossing in order to support learning, and thereby improve the integration between product development and production in product introduction. By seeing and using prototypes and pre-series production as learning opportunities you can create a better preparedness and provide collective access to knowledge required for successful product introduction.
17.	Gåfvels, Camilla, 1977- (författare) Vision and Embodied Knowing : The Making of Floral Design 2016 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 9:2, s. 133-149 Tidskriftsartikel (refereegranskat)abstract This article focuses on assessment actions in floristry education, addressing how interaction with flowers influences and mediates vocational knowing. Using video recordings from floristry education for adults, the article explores the interaction between teacher and student when assessing on-going work and performance as a way to frame the teacher’s seeing in situ. Influenced by conversation analysis and moment-by-moment methods ─ including talk, gestures, and flowers as resources ─ the findings contribute to a holistic perspective on vocational floristry knowing. Different features of vocational floristry knowing are detected as part of the content in assessment actions: (i) aesthetic standards reflected in suggestions made by the teacher and student, (ii) financial awareness as a way of seeing flowers, and (iii) the use of context and change of perspective to take the customer into account. The findings demonstrate situated floristry knowing in action, which is displayed when the teacher enables the student to visualise and understand professional vision of flowers, traditions, and standards.
18.	Halvarsson Lundkvist, Agneta, 1961-, et al. (författare) Conditions for Employee Learning and Innovation : Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs 2018 Ingår i: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 11:1, s. 45-63 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four manufacturing SMEs that participated in this Swedish WPDP. Funded by EU authorities, WPDPs provide competence development activities to SMEs in order to boost their production capabilities and/or promote innovation. The findings reveal that the competence development activities provided by the programme triggered learning in everyday work activities and fostered the development of different approaches to employee-driven innovation in the enterprises. The conclusion is that it is essential to consider that employee-driven innovations may take different forms and involve functions that can support innovative learning that goes beyond minor adjustments to the existing standards of production. Moreover, employee-driven innovation may impose new demands on management leadership skills. The findings provide important guidance for future WPDPs, for vocational education and training or university activities that are customised to SME contexts to promote production capabilities, and for SMEs that aim to strengthen employee-driven innovation.
19.	Hodkinson, Ph, et al. (författare) Understanding learning culturally : Overcoming the dualism between social and individual views of learning 2008 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 1:1, s. 27-47 Tidskriftsartikel (refereegranskat)
20.	Hopwood, Nick, et al. (författare) How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare 2022 Ingår i: Vocations and Learning. - : SPRINGER. - 1874-785X .- 1874-7868. ; 15:1, s. 49-70 Tidskriftsartikel (refereegranskat)abstract Learning is crucial to how professionals enact practices, and to how practices change. Professionals frequently encounter uncertainty regarding what to do, requiring praxis informed by practical wisdom, which takes into account the virtues of practice. Critical praxis takes this further, questioning current norms to reduce untoward effects. A simulation-based education program for healthcare professionals was selected for study due to strong evidence of sustained improvements in handling a rare and challenging birth emergency (shoulder dystocia). Videos of simulations and debrief discussions were analysed in terms of complexes of sayings, doings and relatings. Practitioners learned to respond in agile, collective ways to specific situations, through praxis. An extension to the theory of practice architectures is offered, based on two new concepts. Connective enactments involved narration, questioning, and directing actions. These contributed to collective accomplishments of fluid role-switching, responsive sequencing and pacing, and producing calm. These new concepts help to theorise how professional education can contribute to practice change by fostering praxis and critical praxis, addressing the architectures that shape practices.
21.	Jansson, Anna Berg, et al. (författare) Conditions for Workplace Learning Among Professional ‘Temps’: A Qualitative Study of Temporary Agency Nurses in Sweden 2022 Ingår i: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868. ; 15:1, s. 155-176 Tidskriftsartikel (refereegranskat)abstract Adopting a theoretical perspective that acknowledges both formal and informal learning as crucial and emphasises reproductive and developmental learning as complementary, this article analyses and discusses temporary agency nurses’ experiences of working and learning, focusing on conditions for workplace learning. This provides opportunities to address questions about conditions for the integration of work and learning in a work situation characterised by flexibilization and individualisation. More specifically, among individuals moving between different organizational contexts rather than working at ‘a’ (single and stable) workplace provided by the employer. By presenting findings based on a thematic analysis of 21 interviews with individual temporary agency nurses working in Swedish health care, both opportunities and challenges for workplace learning is highlighted. While opportunities for informal learning linked to the movement between various client organizations as well as to nursing as common ground and as valued and recognized competence, is identified, at the same time, challenges connected to both formal and informal learning, are also illuminated. Regarding informal learning, challenges in terms of varied and general support and feedback as well as scarce opportunities and low expectations for the temporary agency nurses’ participation in development work in daily work/at client organizations, is identified. The findings thus also illuminate a risk for temporary agency nurses adjusting to prevailing working conditions rather than engaging in developmental learning. Regarding formal learning, challenges in terms of few opportunities for planned learning activities, is identified. All in all, the findings illuminate conditions for workplace learning for temporary agency nurses as clearly dependent not only on the offers of specific temporary work agencies and client organisations, but also on temporary agency nurses’ interest in and views regarding responsibility for learning, and thus highly varying.
22.	Karlsson, Tobias, 1987-, et al. (författare) A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education 2022 Ingår i: Vocations and Learning. - : Springer Netherlands. - 1874-785X .- 1874-7868. ; 15:1, s. 111-128 Tidskriftsartikel (refereegranskat)abstract Today’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.
23.	Kristmansson, Per, 1970-, et al. (författare) Motivations to have a Second Career as a Teacher in Vocational Education and Training 2022 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 15, s. 407-425 Tidskriftsartikel (refereegranskat)abstract In Sweden, upper secondary vocational education and training (VET) teachers must have high relevant vocational experience from a previous career, but 44% do not have a teaching certificate and thus are not formally qualified. However, there are significant differences between the 12 national VET programs in this respect. For example, 68 percent of the Child Recreation Program teachers are qualified, but only 28 percent of the HVAC and Property Maintenance Program teachers. The overall aim of this study is to identify and understand factors that motivate individuals to choose VET teaching as a second career in Sweden. As the Factors influencing teaching choice (FIT-Choice) scale has been rarely used in a Swedish VET context, a secondary aim is to test its suitability in this context. Thus, we investigate Swedish VET teachers’ choice of a second career, using the FIT-Choice scale. The findings show that it has sufficient validity and reliability for investigating Swedish VET teachers’ motivational determinants, and that the factors motivating their career change are highly dependent on their former occupation and working conditions. Other important factors include the family-friendly work schedules. The findings contribute to understanding of factors that motivate people to become vocational teachers, which is essential for improving the development of the highly skilled employees required in numerous sectors.
24.	Laginder, Ann-Marie, 1951-, et al. (författare) Learning by Interest : Experiences and Commitments in Lives with Dance and Crafts 2011 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 4:2, s. 151-167 Tidskriftsartikel (refereegranskat)abstract In this article we intend to contribute to the understanding of interest-driven learning which occurs when people find and choose an interest of their own. This engagement continues over a long time and includes development and learning. The empirical material consists of 14 learning stories written by experienced and skilled informants in folk dance and different crafts. The purpose is to illuminate the diversity and complexity of learning and meaning the informants assign to dance or crafts. This is what we consider to be the perspective of learning by interest. We also argue for the importance of understanding learning by interest as embedded in cultural heritage and social and cultural changes. Theoretically, we draw on John Dewey (1913/2009; 1934/2005). Learning folk dance or crafts is largely a question of learning by doing, which makes experience important. The interest and effort involved can in our interpretation be understood as experiences where expressions of commitment are embedded. The empirical analysis highlights three emphases in this illumination of the learning process. The first considers the individual development of skill in relation to broadened learning of collective tasks. The second perspective focuses on the interplay between learning in a life course and significant learning experiences. The third concerns the interplay between personal meaning and craftsmanship. In sum, this paper contributes to the understanding of learning by interest as a useful concept. In the final discussion we expand our perspective since the contrast is obvious between learning by interest and interpretations of the contemporary society, where individualization and lack of commitment is stressed.
25.	Lindberg, Ola, Docent, 1979-, et al. (författare) Workplace learning, power, and practice : modes of participation for civilian criminal investigators 2024 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 17:1, s. 43-65 Tidskriftsartikel (refereegranskat)abstract This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.
26.	Lundvall, Liselotte, et al. (författare) Radiography Students Learning During Clinical Placements : Developing Professional Knowing in Practice 2021 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 14:3, s. 439-457 Tidskriftsartikel (refereegranskat)abstract Radiographers work with image production in medical imaging, a professional field that is undergoing rapid technical development. There is a need to understand how students in radiography education learn within this evolving practice. The aim of this paper is to investigate how radiography students learn professional knowledge in practice during clinical placements. Data collection was through qualitative design using observations and individual interviews. The theoretical framework for the study was a practice-orientated approach. Three themes describing the learning in practice of radiography students emerged as the final result. 1) Attuning to practice: Learning through listening and observing showed how students reconstruct prior knowledge into practical knowing and learn the situated practice. 2) Embodied knowing: Learning through acting in practice illustrated how students reconstructed prior embodied knowledge through their own acting in practice. 3) Dealing with the unexpected: Learning from breakdowns explains how students learn in situations in which unexpected things happen with materiality or relations. On these occasions, relationships with other people were important for developing the students knowing about the relationship between materiality, actions and people practicing radiography. This study it gives insight into radiography students learning during clinical placement, which can be useful for planning curricula, as well as clinical learning in radiography education.
27.	Malm, Tobias, 1980-, et al. (författare) Robbed or Released by the Pandemic? The Dynamics of Integrating and Situating Musician Identity Learning 2024 Ingår i: Vocations and Learning. - 1874-785X .- 1874-7868. Tidskriftsartikel (refereegranskat)abstract The aim of this paper is to contribute to a better understanding of musician identity learning. Identity is a significant driving-force behind many artistic vocations. However, identity may also pose challenges such as vulnerability, burnout and conflict of commitment. The paper focuses on musician identity, based on interviews with classical and rock musicians during the COVID-19 pandemic. Analyses reveal that the musicians are either in integrating or situating musician identity learning, two different processes discussed as dynamically interrelated and depending on life situation. The paper argues that breaks of normality accentuate challenges stemming from musician identity and that the proposed learning processes are responses to those challenges, which is previously under-explored. The paper concludes that many musicians or other artistic practitioners likely struggle to de-centralize their identity in order to foster a sustainable vocational career and personal growth, and that temporary career breaks may provide necessary relief and learning space.
28.	Nylander, Erik, 1982-, et al. (författare) Exploring the Adult Learning Research Field by Analysing Who Cites Whom 2018 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 11:1, s. 113-131 Tidskriftsartikel (refereegranskat)abstract In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – sociocultural perspectives on learning - occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.
29.	Nyström, Sofia, 1977- (författare) The Dynamics of Professional Identity Formation : Graduates’ Transitions from Higher Education to Working Life 2009 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 2:1, s. 1-18 Tidskriftsartikel (refereegranskat)abstract This paper explores the development of professional identity as arelationship between professional and personal aspects of life. The focus is onstudent and novice professional psychologists’ and political scientists’ processes ofprofessional identity formation in their transition from higher education to workinglife. Drawing on Wenger’s theory of nexus of multimembership (1998), the findingsindicate that professional identity is a dynamic relationship between different lifespheres rather than an isolated phenomenon only taking place at the university or inthe work context. The analysis yielded three different forms of professional identity,non-differentiated identity, compartmentalised identity and integrated identity, whichexemplify different negotiated relationships between professional, personal andprivate life spheres. The findings show that these three forms of professionalidentities are sequential, from an individual focus to more relational and integratedways of reasoning about one’s profession. It is through the negotiations betweenpersonal and socially derived imperatives that identity formation progressesthroughout working lives.
30.	Paul, Enni, 1976- (författare) 'The wrong' kind of students or 'Santa's workshop'? Teaching practices for newly arrived migrant students in Swedish upper secondary VET 2023 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 16:1, s. 157-177 Tidskriftsartikel (refereegranskat)abstract At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening 'naturally' while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.
31.	Rantatalo, Oscar, et al. (författare) Stories of policing : the role of storytelling in police students' sensemaking of early work-based experiences 2018 Ingår i: Vocations and Learning. - Dordrecht : Springer. - 1874-785X .- 1874-7868. ; 11:1, s. 161-177 Tidskriftsartikel (refereegranskat)abstract Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically.
32.	Sadorge, Christopher, et al. (författare) Conditioning the work of colleagues. Health professionals’ explorative work in technology design. 2024 Ingår i: Vocations and Learning. - 1874-785X .- 1874-7868. ; 17 Tidskriftsartikel (refereegranskat)abstract Professional learning at work is related to the opportunities to participate in explorative and constructive practices. Co-designing tools and technologies to support work offers such opportunities, which need to be better understood in the field of professional and vocational learning. As digitalisation initiatives become more ambitious and aim at wider service reorganisation, more professionals from nontechnical domains become involved in the work of designing technologies and developing routines for their practice. This study explores how health professionals participate in the design of a technology for the registration and sharing of patient information across healthcare units in a Norwegian city. Over a year, we observed the design meetings with a team of health professionals and IT developers. The health professionals were mandated this task as part of their regular work to ensure that the way of categorising and displaying patient information would serve the services’ needs. The interactions in the design meetings were analysed to examine how categories of patient information were explored and negotiated as objects of design. Our findings show how the team needed to test candidate categories for various contexts of use. This implied both negotiation of future service routines and efforts to reconfigure tasks and responsibilities in multiple service contexts. This work brings extended responsibilities and opportunities for learning to health professionals. We discuss how their decisions are consequential beyond their own workplace as the information system and its categories condition the work of colleagues in the wider service chain.
33.	Sandberg, Fredrik, 1976- (författare) Recognising health care assistants' prior learning through a caring ideology 2010 Ingår i: Vocations and learning: Studies in Vocational and Professional Education. - : Springer Netherlands. - 1874-785X .- 1874-7868. ; 3:2, s. 99-115 Tidskriftsartikel (refereegranskat)abstract This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.
34.	Sellberg, Charlott, 1974, et al. (författare) Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings 2020 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 13:3, s. 527-550 Tidskriftsartikel (refereegranskat)abstract This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefings, to explore the organization and inner function of storytelling in debriefing. A combination of dialogical-performative analysis and a structural narrative model was conducted to analyze and contextualize stories from working at sea in the debriefing practice. The analysis shows how storytelling in debriefing frequently occurred, and was mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, the results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study demonstrates how storytelling connects the simulated event to the professional responsibilities on board seagoing ships. In addition, storytelling might also serve face-saving purposes in this critical debriefing practice, which raises important questions regarding psychological safety and the debriefing climate.
35.	Sjöberg, David, 1971-, et al. (författare) Informal Workplace Learning in Swedish Police Education : A Teacher Perspective 2021 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 14, s. 265-284 Tidskriftsartikel (refereegranskat)abstract In the literature, informal learning is considered to be of great importance to employees' development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers' informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers' conditions for informal learning. 2) The teachers' informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers' informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.
36.	Sturesson Stabel, Linda, et al. (författare) Navigating Affordances for Learning in Clinical Workplaces : A Qualitative Study of General Practitioners’ Continued Professional Development 2022 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 15:3, s. 427-448 Tidskriftsartikel (refereegranskat)abstract Medical specialists’ lifelong learning is essential for improving patients’ health. This study identifies affordances for learning general practitioners (GPs) engage in, and explores what influences engagement in those affordances. Eleven GPs were interviewed and the interview transcripts were analysed thematically. Stephen Billett’s theoretical framework of workplace participatory practices was used as an analytical lens to explore the topic. Challenging patient cases were identified as the main trigger for engagement in learning. Local, national and international colleagues from the same and other specialties, were found to be an important affordance for learning, as was written material such as websites, journals and recommendations. Other inputs for learning were conferences and courses. Workplace aspects that were essential for GPs to engage in learning related to: place and time to talk, relevance to work, opportunity for different roles, organisation of work and workload, and working climate. Importantly, the study identifies a need for a holistic approach to lifelong learning, including spontaneous and structured opportunities for interaction over time with colleagues, establishment of incentives and arenas for exchange linked to peer learning, and acknowledgement of the workplace as an important place for learning and sufficient time with patients. This study contributes with a deepened understanding of how GPs navigate existing affordances for learning both within and outside their workplaces.
37.	Tyson, Ruhi (författare) Aesthetic Bildung in Vocational Education : The Biographical Case of Bookbinding Master Wolfgang B. and His Apprenticeship 2014 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 7:3, s. 345-364 Tidskriftsartikel (refereegranskat)abstract In the present article I will be discussing the importance attributed to aesthetic experiences in the vocational education of bookbinding master Wolfgang B. using the philosophy of Friedrich Schiller both to understand what constitutes these processes and to examine Schiller's thoughts in the light of his recollections. By doing this I hope to elaborate on a potential, and often overlooked, Bildung-related possibility or affordance at least in craft vocational education and training (VET) as well as to articulate a pattern that can be generalized from into other VET contexts. This leads to a richer understanding of the potentials inherent in teaching skills or capabilities and the pedagogy needed to elicit these as opposed to the belief that teaching technique is a straightforward and unambiguous issue of manual practice. These are in the realm of aesthetic and ethical learning potentials (given that such learning is never automatic) as well as in the connections that one might establish to various fields of scientific and cultural knowledge. Through all of this there emerges a partial description of a vocational Bildung tradition that has its roots in the teaching of crafts.
38.	Tyson, Ruhi, 1978- (författare) Educating for vocational excellence : The auto/biographical exploration of enacted craft pedagogy 2015 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 8:2, s. 229-245 Tidskriftsartikel (refereegranskat)abstract The focus of this article is on education for vocational excellence (the combination of virtue and good judgment or phronesis/practical wisdom) through the examination of episodes from the auto/biographical study of master craftsman Wolfgang B. Vocational excellence is an issue sometimes discussed with regard to teacher training for schools and universities, often from an Aristotelian perspective, but less often when it comes to teaching and teacher training in the various models of crafts apprenticeship education that exist. Even though there is no lack of arguments made for the excellence one is able to develop in learning a craft there are fewer takes on how such educational aims have been enacted. This is problematic because teaching vocational knowledge, including excellence, thereby becomes a more tacit practice than it needs to be and more systematic reflection is inhibited.I will be considering these problems through the educational biography of a master bookbinder, gilder and engraver, Mr. Wolfgang B., and two stories he tells, one of his education in Paris and one of his own deliberations in teaching bookbinding.In doing this I am arguing for a systematic narrative approach to researching and teaching how to teach vocational excellence and by extension more generally with regard to teaching. This not only does justice to the particularity of practical wisdom but also calls attention to the imaginative character of being able to deliberate wisely.
39.	Tyson, Ruhi, 1978- (författare) What is Excellence in Practice? Empirical Explorations of Vocational Bildung and Practical Wisdom through Case Narratives 2018 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 11:1, s. 19-44 Tidskriftsartikel (refereegranskat)abstract The approach of vocational Bildung didactics has been developed to investigate practical knowledge in matters of education for Bildung and phronesis (practical wisdom). Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone’s practical knowledge. The concept of a practice as developed by MacIntyre is introduced here as a way of situating the practical knowledge of Bildung and phronesis gained from case narratives. A series of case studies are discussed to examine the practices that surfaced. The result is a differentiation of MacIntyre’s concept in two directions: one more specific called vocational practice and one more general called a cultural practice. This differentiation is then applied to the case studies and it is argued that it helps illuminate aspects of them that previously were difficult to comprehend within the framework of vocational Bildung didactics. The conclusion is that biographical cases where cultural and vocational practices intersect are uniquely positioned to afford knowledge of how such intersections have been achieved through education and what they have meant for the person initiated into such matrixes. This, in turn, contributes to the insight with which we are able to design vocational education and training curricula that support initiation into dynamic vocational practices with a focus on the goods and virtues possible to develop through them.
40.	Viktorelius, Martin, et al. (författare) The Lived Body and Embodied Instructional Practices in Maritime Basic Safety Training 2022 Ingår i: Vocations and Learning. - Dordrecht : Springer. - 1874-785X .- 1874-7868. ; 15, s. 87-109 Tidskriftsartikel (refereegranskat)abstract This paper explores the role of the lived body in maritime professional training. By focusing on how instructors include students’ subjective experiencing bodies as an educational resource and context for directives and demonstrations, the study aims at informing training of professionals for survival in emergency situations onboard ships. Drawing on a mobile video ethnography and on phenomenological analyses of the presence/absence of the body in experience, the study illustrates how instruc- tors direct students’ attention towards or away from their appearing corporal field depending on the stage of the training. The article documents three instructional practices incorporating students’ lived embodiment during training: coping with distress by foregrounding the lived body, backgrounding the lived body for outer- directed action and imagining others’embodied experiences. The study contributes to our understanding of intercorporeal practices in instructional interaction and guidance in simulation-based vocational training.
41.	Wastesson, Karin, et al. (författare) Conditions for Workplace Learning as a New First-Line Manager in Elderly Care 2021 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 14:2, s. 205-222 Tidskriftsartikel (refereegranskat)abstract The purpose of this article is to explore first-line managers’ experiences of workplace learning in elderly care, with a particular focus on the conditions for learning when entering a new workplace as the new manager. Qualitative interviews were conducted with 35 first-line managers from three organisations in Sweden. Four learning conditions emerged as being particularly significant for first-line managers: the managers’ previous professional experience, job-specific training, social support, and the joint repertoire of organisational arrangements. These conditions shifted in importance during the process of entering the workplace, and the way in which the conditions gave access to learning for different managers varied. The managers’ professional experience and others’ recognition of them had a considerable impact on their admittance to the new workplace. After the initial entry phase, the other three learning conditions became more significant and played a role in enabling or constraining the managers’ learning and becoming the new manager. One conclusion is that contextual and work experiences from elderly care were significant for learning during the initial phase and in order to gain access to workplace learning. Another conclusion is that high expectations and great responsibility were placed on the managers to satisfy their own learning needs. This implies that professional, social and emotional support that is received informally is just as significant for learning as formalised training for entering a new workplace as a new manager.
42.	Wyszynska Johansson, Martina, 1964, et al. (författare) Vocationalising Specialized Concepts: Appropriating Meanings Through Feedback 2019 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 12:2, s. 197-215 Tidskriftsartikel (refereegranskat)abstract This article is based on research about upper secondary students' experiences in vocational becoming as they develop conceptualized knowing through interactions with others. Interactions for meaning-making by vocationalising concepts also involve feedback relating to occupation-specific tasks. The aim was to understand this constructivist process of occupational identity formation - a goal of vocational education. The research reported here draws on data from participant observations and focus group interviews with 34 students in 2nd and 3rd grades in two schools, who were training to become security officers. Students vocationalise five features of security practices: (i) transforming anomaly into specialized concept; (ii) the uniform as a marker; (iii) accountability to the security industry through zero limit; (iv) modernizing the security occupation; and (v) social, study and professional conduct. The findings indicate that processual feedback supports the development of vocational conceptual knowing inferentially in the space of reasons. Teacher-led processual feedback provides more opportunities for vocationalising concepts, whereas student-led feedback during group work offers fewer such opportunities, although it does strengthen student identity. Overall, the findings show that collective meaning-making, supported by processual feedback, contributes to the construction of specialized knowledge for vocational becoming, thus leading to emergent vocational identity. However, making firm decisions about a chosen vocation takes time, and this appears challenging especially for youth with their limited life experiences (Tanggaard in Journal of Education and Work, 20(5), 453–466, 2007). For many prospective security officers, their vantage point remains uncertain, as they imagine, deliberate and put expectations to a reality check during the course of their study.
43.	Ye, Rebecca (författare) Rituals of Vocational Socialisation : Faith-Building in Higher Vocational Education for Weak-Form Occupational Pathways 2021 Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 14, s. 353-368 Tidskriftsartikel (refereegranskat)abstract This paper addresses the question of how higher vocational education and training programmes socialise participants for future work, where the occupational pathways they are to embark on are weakly defined. The analysis focuses on organisational rituals as a means to understand individual and collective transformative processes taking place at a particular intersection of education and labour markets. Building on organisational and sociological theories of rituals, as well as drawing empirically from a longitudinal qualitative interview study of a cohort of students in Swedish higher vocational education for work in digital data strategy, I explore how rituals are enacted in a vocational education and training setting and what these rituals mean to the aspirants who partake in them. The findings illustrate how rituals initiate, convert, and locate the participants in a team. These repeated encounters with rituals socialise, cultivate and build vocational faith amongst participants, despite the nascency and unstable nature of their education-to-work pathways. However, while rituals can serve as a catalyst to ignite processes of collective identification and vocational socialisation,they are not always successful. The paper discusses implications of faith-building in weak-form occupational pathways when the labour market is strong and conversely, when the economy is in recession. The text concludes by advocating the need for examining the power of educational institutions in shaping transitional experiences of participants in vocational education.
44.	Öhman, Anna, 1962- (författare) Twist and shape : Feedback practices within creative subject content of hairdressing education 2018 Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 11:3, s. 425-448 Tidskriftsartikel (refereegranskat)abstract The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers’ knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.

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