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1.	Arvidsson, Minna, 1981-, et al. (författare) Spegeln som resurs i hår- och makeupstylistklassrummet : Yrkesämnesundervisning på hantverksprogrammet 2024 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 14:2, s. 30-54 Tidskriftsartikel (refereegranskat)abstract This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
2.	Ahn, Song-ee, 1972-, et al. (författare) Simulation-based training in VET through the lens of a sociomaterial perspective 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:1, s. 1-17 Tidskriftsartikel (refereegranskat)abstract This article aims to review the pedagogical research on simulation training in voca-tional education and training (VET) and to discuss the emerging teaching practice from a socio-material perspective on learning and practice. Literature reviews on research into simulation training with pedagogical interests show that there are three main themes: 1) the effect of technology-enhanced simulation training, 2) the fidelity and authenticity of simulation and learning, and 3) pedagogical consideration and under-pinnings. The article draws on a sociomaterial perspective on learning and practice to problematise and discuss the findings of previous research. This theoretical perspec-tive makes it possible to discuss how technology, educational practice and social rela-tions are intertwined and precondition each other.Through the lens of sociomaterial theory, the article discusses how the introduction of the new technologies brings about changes and expectations of what can be learned, how the teaching practices are enacted and how this affects the relationship between teachers and students.
3.	Alvunger, Daniel, 1976-, et al. (författare) Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis 2018 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:3, s. 36-56 Tidskriftsartikel (refereegranskat)abstract This article explores how vocational teacher education (VTE) students experience professional learning through the use of video analysis, their reflection among peers and their meaning-making of the ‘didactic ability’ concept during the beginning of their education. The empirical data consists of an online survey and semi-structured interviews with five vocational teacher education students. Bernstein’s concept of ‘pedagogic discourse’ and a conceptual framework of recontextualisation in vocational education and training developed by Evans, Guile and Harris guide the research. The findings strongly support observations from previous research that emphasise that the use of video promotes and supports teacher students’ professional growth. The VTE students develop a new understanding of how to organise content and to analytically handle the relationship between theoretical aspects and professional action. The emerging meanings of didactic ability are a new discursive understanding of work-knowledge and the teaching content, as well as a strategic structuring of the content for sense-making, transcending the theory and practice divide through visual artefacts and practical tasks and the ability to use different teaching strategies. Language, actions, content and meanings in terms of workplace codes tend to ‘move’ and to be recontextualised from the school’s pedagogic discourse.
4.	Alvunger, Daniel, et al. (författare) Introducing a critical dialogical model for vocational teacher education 2016 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:1, s. 53-75 Tidskriftsartikel (refereegranskat)abstract The purpose with this article is to conceptualise and present what is referred to as acritical dialogical model for vocational teacher education that takes into account the interactionbetween theory/research and practice/experiential knowledge. The theoreticalframework for the model is based on critical hermeneutics and the methodology ofdialogue seminars with the aim to promote the development of a ‘critical self’ amongthe vocational teacher students. The model enacts an interface between theory andpractice where a number of processes are identified: a reflective-analogical process, acritical-analytical process and an interactive critical self-building process. In order toinclude a theoretical argument concerning the issue of content, the concept of ‘learningcapital’ and its four sub-categories in terms of curricular capital, instructional capital,moral capital and venture capital is used. We point at content-related aspects of studentlearning and how a critical self has the potential to promote various kinds of ‘capital’and capacity building that may be of importance in the future work-life of the vocationalteacher student.
5.	Alvunger, Daniel (författare) Vocational teachers taking the lead : VET teachers and the career services for teachers reform in Sweden 2016 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:1, s. 32-52 Tidskriftsartikel (refereegranskat)abstract In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachersas a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where ‘distributed leadership’is used as a lens forunderstanding the characteristic features of leadership practices. The re-sults show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a ‘top-down’ perspective to change ‘from below’. They become ‘brokers’and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise differ-ent practices and foster a new awareness –concerning e.g. assessment and the relation-ship between school and work-place –that seem to influence collegial discourse.
6.	Andersén, Annelie, 1977-, et al. (författare) Yrkesämnesdidaktik på universitet : Mål, innehåll, arbetssätt och examination 2018 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:3, s. 98-123 Tidskriftsartikel (refereegranskat)abstract The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.
7.	Andersson, Ingela, 1963-, et al. (författare) Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning] 2022 Ingår i: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24 Tidskriftsartikel (refereegranskat)abstract The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
8.	Andersson, Ingela, 1963, et al. (författare) Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning 2022 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 1-24 Tidskriftsartikel (refereegranskat)abstract The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasize the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
9.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial : Spring 2018 2018 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:1, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ï¿œ six peer-reviewed research articles and one magazine article ï¿œ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsï¿œ as well as teachersï¿œ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.
10.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial : New insights into VET 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:2, s. 3-6 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
11.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial : Online journal – online conference 2021 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 11:1, s. 3-5 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
12.	Andersson, Per, Professor, 1964- (författare) Editorial: A developing journal 2016 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 6:2, s. 3-4 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
13.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Autumn 2018 2018 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:2, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
14.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Autumn 2019 - The most comprehensive issue this far 2019 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 9:2, s. iii-vi Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
15.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Autumn 2021 2022 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 11:3, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
16.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Autumn 2022 2022 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 12:3, s. 3-6 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract This is the third and last issue of our twelfth volume. It includes five researcharticles concerning vocational education and training (VET) in Finland, Ethiopia,Sweden, and Norway. We are happy to publish articles not only with studies ofVET in the Nordic countries, but also from other parts of the world. As long asthe findings are relevant for a Nordic and an international readership, studies ofVET in different contexts are welcome in this journal. The different contexts makeit possible to compare and learn from each other, and possible differences alsohelp us to discern things we did not see before in our own contexts. The fact thatfour of the five articles in this issue are written in English also helps readers fromoutside the Nordic countries to learn from and compare with VET in this part ofthe world. Still, we also publish articles in the Nordic languages, which makessuch international comparison and learning possible at least between the Nordiccountries. Furthermore, the English abstracts, keywords, and translated titles ofNordic language articles provide at least a glimpse of the findings to non-Nordicreaders.
17.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Autumn 2023 2023 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; :2, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Welcome to a new issue of the Nordic Journal of Vocational Education and Training(NJVET), which completes volume 13 of our journal. We want to create an activeforum for critical research on vocational and professional education and training,and we are proud that so many researchers in this area choose to submit andpublish their work in this journal. We are also thankful for the work completedby all our anonymous reviewers, whose efforts are invaluable for the quality ofthe research articles that are published.This issue includes five research articles from four Nordic countries: two articles from Norway, one from Finland, one from Sweden, and one written in cooperation between Finland and Denmark – an example of the broad interest in disseminating research findings through NJVET.
18.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: New insights in vocational education and training 2021 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 11:2, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
19.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: NJVET and the NordYrk network 2022 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 12:2, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
20.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Nordic research on vocational education and training 2017 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; , s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.
21.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Spring 2019 2019 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 9:2, s. iii-vi Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
22.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: Spring 2022 2022 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping, Sweden : Linköping University Electronic Press. - 2242-458X. ; 12:1, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
23.	Andersson, Per, et al. (författare) Editorial: The first issue of NJVET in a new shape 2016 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 6:1, s. i-ii Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.
24.	Andersson, Per, Professor, 1964-, et al. (författare) Editorial: The journal turns thirteen 2023 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 13:1, s. iii-v Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
25.	Andersson, Per, Professor, 1964- (författare) Fastighetsskötares erfarenheter av validering 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:3, s. 29-44 Tidskriftsartikel (refereegranskat)abstract Validation, or recognition of prior learning, involves an idea of ‘making learning visible’ – of valuing knowledge irrespective of how, when and where it is learnt. This chapter presents a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in a validation initiative focusing on their vocational competence.The findings show how validation is experienced in various ways by the caretakers – as an opportunity for personal development, as a matter of assessment and control, or as ‘only scratching the surface’. The process is also experienced in different ways in terms of learning – with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. Through a contextual analysis, the findings are integrated in a model where the relationship between the individual and the validation process is described as a developmental, a credit-exchange or a critical relation.The conclusions put focus on the relevance of validation for groups like caretakers. This is a group where the vocational learning to a high extent is informal, which means a potential for recognition of their prior learning in terms of formal credentials.
26.	Annerberg, Anna, 1972-, et al. (författare) Att vetenskapligt förankra ett yrkeslärarprogram : Erfarenheter från ett utvecklingsprojekt 2018 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 8:3, s. 124-140 Tidskriftsartikel (refereegranskat)abstract Demands on the scientific foundation of Swedish Vocational Teacher Education has led to a development project on academic competence at Dalarna University in 2018. The project contained two sub-projects; the construction of a matrix, to display the progression of students’academic competence; and the implementation of a series of seminars on VET research. This article presents the point of departure and the methods used, together with the results of mappings and analysis of four different aspects of academic competence. This inventory of features of academic competence in teacher education, evokes a wide range of questions onthe meaning and consequence of scientific foundation, the research-practice relationship and concrete questions concerning course content.
27.	Antera, Sofia, et al. (författare) Important and achieved competence for Swedish vocational teachers : A survey with teachers and principals 2022 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 76-102 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.
28.	Asghari, Hamid, et al. (författare) Svensk yrkeslärarutbildning efter reformen 2011: Lärarstudenters uppfattningar om antagning, VFU och läraranställning. : Swedish vocational teacher education after the reform 2011: Teacher students’ perceptions of admission, practicum internship and teacher appointment. 2020 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:2, s. 21-43 Tidskriftsartikel (refereegranskat)abstract Through a survey to former vocational teacher students at two universities in Sweden, we explore their perceptions of admission, practicum internship during vocational teacher education, and employment as a vocational teacher after education, since teacher education reform in 2011. The questionnaire used in the survey was answered by 140 former teacher students and the result contributes with knowledge about which vocational subjects were applied for, and which subjects the students later were admitted to, how long the former students’ professional experience was when they applied for the education. The result shows that measures should be taken to support the application process. The study also illustrates how students perceive their practicum at schools and to what extent they were taught in their vocational subjects, and how they value the supervision during the practicum at schools. Here, we can draw conclusions from the questionnaire about differences between different vocational programmes regarding the supervision. Finally, we examined what happened after the vocational teacher education and we see that a large majority of former students have employment as vocational teachers, but that the possibilities of competence development and the broadening of the competencies for more vocational subjects vary.
29.	Asghari, Hamid, 1967-, et al. (författare) Svensk yrkeslärarutbildning efter reformen 2011 : Lärarstudenters uppfattningar om antagning, VFU och läraranställning 2020 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 10:2, s. 21-43 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Through a survey to former vocational teacher students at two universities in Sweden, we explore their perceptions of admission, practicum internship during vocational teacher education, and employment as a vocational teacher after education, since teacher education reform in 2011. The questionnaire used in the survey was answered by 140 former teacher students and the result contributes with knowledge about which vocational subjects were applied for, and which subjects the students later were admitted to, how long the former studentsï¿œ professional experience was when they applied for the education. The result shows that measures should be taken to support the application process. The study also illustrates how students perceive their practicum at schools and to what extent they were taught in their vocational subjects, and how they value the supervision during the practicum at schools. Here, we can draw conclusions from the questionnaire about differences between different vocational programmes regarding the supervision. Finally, we examined what happened after the vocational teacher education and we see that a large majority of former students have employment as vocational teachers, but that the possibilities of competence development and the broadening of the competencies for more vocational subjects vary.
30.	Asghari, Hamid, 1967-, et al. (författare) The tension between intrinsic and instrumental values in five teachers’ stories from the industrial technology programme 2019 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 9:2, s. 71-90 Tidskriftsartikel (refereegranskat)abstract In this article, we discuss a tension between the intrinsic and instrumental value in relation to work and human life. This tension is reflected in the UN Declaration of Human Rights, which regards work as an intrinsic value for a human life, as well as in the (neoliberal) labour market, that values work and workers for their instrumental ends. In the light of this tension, we analyse how five vocational teachers’ life stories express it through descriptions of their experiences, decisions and teaching. The methodological starting point of our study is based on a narrative perspective, where vocational teachers’ stories are at the centre. Our analytical tools are taken from Bamberg (1997), who discusses how people position themselves in their own stories. In light of four positions as outlined by Bamberg, we discuss three tensions: 1) The right to work as universal and under conditions at the same time, 2) Work as a place for belonging under the shadow that only profit counts, and 3) Performing a good job, while balancing professional pride and the concern for oneself. In our conclusions, we suggest that vocational teachers should provide their students with wider civic knowledge about their rights as well as about possible forms of influencing structures in the labour market that vocational teachers are in part preparing their students for.
31.	Asghari, Hamid, 1967-, et al. (författare) Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet 2018 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 8:1, s. 23-44 Tidskriftsartikel (refereegranskat)abstract The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers’ stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okay-guy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.
32.	Asplund, Stig-Börje, 1973-, et al. (författare) Becoming a construction worker in the connected classroom : Opposing school work with smartphones as happy objects 2020 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:1, s. 65-94 Tidskriftsartikel (refereegranskat)abstract This article aims to fill a very specific and acute gap; in addition to the few studies on youth and digitalisation, smartphones and other mobile tools, it is very clear that the field of research concerning these issues in regards to vocational education and training is close to non-existent. By examining male Building and Construction programme students’ collective use of smartphones in interaction during classes, this study contributes to increased knowledge about some of the challenges and possibilities that arise with the digitalisation of vocational education and training. The study uses new and innovative methods regarding how students’ digital activities in the classroom could be captured and studied, and approaches video recorded data through the lens of Sara Ahmed’s ideas of happy objects (2010), and the concept of community of practice (Wenger, 1998). The analyses show how the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students’ future vocational identity as building and constructing workers, as well as explicating an anti-school culture.
33.	Berglund, Ingrid, 1954 (författare) Yrkeslärares bedömningar i gränslandet mellan skola och arbetsliv: Utifrån studier av svensk gymnasial lärlingsutbildning : VET teachers’ assessments in the borderland between school and work: Based on studies of Swedish upper secondary apprenticeship education) 2020 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:3, s. 83-98 Tidskriftsartikel (refereegranskat)abstract Based on their dual professional identities, both as a professional and as a teacher, the VET teachers are well familiar with the working conditions in their vocational field and can therefore integrate these conditions into their teaching so that the students also can comprehend the prevailing working conditions. VET-teachers can thus be regarded as border workers between school and working life. In Swedish upper secondary vocational education, the VET teachers are responsible for following up, assessing and grading students’ vocational knowledge regardless of whether the education is carried out at a workplace or at school. Assessing and grading students’ knowledge in vocational subjects is the formal assessment assignment of VET teachers. In parallel VET teachers also make informal assessments based on their knowing of the conditions of work and workplaces that vary between different vocations and workplaces. The article highlights how VET teachers border work is manifested in assessment actions in the case of students’ transitions between school and workplaces based on studies of the Swedish upper secondary apprenticeship education.
34.	Broberg, Åsa, 1971- (författare) Constructing vocational education capital : An analysis of symbolic values in the Swedish VET system of 1918 2020 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:2, s. 129-151 Tidskriftsartikel (refereegranskat)abstract This article explores ways of creating educational capital in vocational education and training in Sweden during a period in the early 20th century when vocational learning was first institutionalised as education. As such, at the same time it had to create itself and submit to the established educational system. This process is the focus of the article; it is examined by using concepts from Bourdieu’s capital-theory. In this perspective, vocational education and training as an educational form is considered part of the field of education. However, the main focus of the analysis is the newly formed education for vocational learning as a field of vocational education where a particular vocational educational capital was created. The aim is to illuminate ways of creating vocational education capital by borrowings, crossovers and reinventions of values from two traditions of learning and knowledge production: apprenticeship in the guilds and education in academia. The symbols from both crafts and academia were passed on into the early VET system through its institutions and actors. It materialised in titles, artefacts and rituals that that are presented in archives, journals and school memorial books.
35.	Broberg, Åsa, 1971- (författare) Verkstaden som skola eller skolan som verkstad : Om produktion som pedagogisk praktik i svensk yrkesutbildning 2016 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:2, s. 46-65 Tidskriftsartikel (refereegranskat)abstract The workshop as school or the school as workshop: Production as educational practice in Swedish vocational education and trainingThe workshop school was a particular form of education in the Swedish vocational education system of 1918. It was established and developed over a period of 50 years before it disappeared in the upper secondary reform of 1968. The workshop school differed, in many respects, from the kind of school workshops of today where students attain most of their vocational practice. It was not unusual that the workshop schools operated as small business enterprises on the local market, even when the municipality was the organizer of the education. The wide scope of this article is about this historical phenomenon. The aim is to investigate the production as a pedagogical tool through the artefacts and spaces of the workshop school. This is done within the theoretical framework materiality of schooling, a perspective that can be described as school archaeology. City- or municipal archives hold a treasure trove of photographs and narratives from the era of workshop schools in Sweden. They reveal how production shaped the content and relations to society in a very different way from the vocational training that takes place in the modern school workshop.
36.	Christidis, Maria (författare) Integrated teaching for vocational knowing : A systematic review of research on nursing-related vocational education and training 2019 Ingår i: Nordic Journal of Vocational Education and Training. - : Nordic network for vocational education and training. - 2242-458X. ; 9:2, s. 19-50 Forskningsöversikt (refereegranskat)abstract The aim for this review was to systematize, describe and critically analyse previous research concerning school-based integrated teaching for vocational knowing in nursingrelated training in upper secondary and in higher level education. Searches were conducted in four databases, two specifically for Swedish hits, and two for international hits. Also, search was made in a Nordic journal on vocational education and training. References in included studies were also assessed for further inclusion of studies. Altogether, 14 studies were included and assessed for quality and coherence with GRADE CERQual. Review findings comprised three types of integrated teaching, through embeddedness or streaks, problem-based learning, and between school and workplace; vocational knowing relating to a professional and academic context; and methodological significance for the vocational knowing highlighted in the studies. In conclusion, the methodological approach typically used in the primary studies related to a quantitative approach, which was also discerned as quality measure. The primary studies brought forward a partial understanding of integrated teaching and vocational knowing, which is dependent on the methodological approach. In order to enhance understanding about the research topic, there is a need for more studies on integrated teaching utilizing a qualitative approach.
37.	Eliasson, Eva, 1960- (författare) Att undervisa för utveckling av yrkeskunnande i vård och omsorg 2019 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 9:1, s. 66-88 Tidskriftsartikel (refereegranskat)abstract Teaching for development of vocational knowledge in health careThe aim of this study was to examine didactic principles in health care teachers' description of their teaching practices, and how these principles were intertwined with vocational knowledge. In addition, characteristics of a health-care didactical approach were explored. Theoretical framework was based on Vygotsky’s sociocultural perspective and Lave and Wenger’s situated learning. 17 health-care teachers, working with adolescents or adults, were interviewed. The findings showed that vocational knowledge and didactic principles were often intimately intertwined. Didactic principles were dialogicity, work-links, variation, relational environment and language development. The healthcare didactical approach highlighted the development of students, both as health-care givers and as persons, through interactions with teachers and peers, and the teachers acted as boundary-crossing role models. The health-care didactical approach also involved the students’ language development. Issues that need to be reflected on are if the emphasis on feminine-coded vocational knowledge is too strong in relation to the programme objectives, and if reading and writing as teaching forms are too marginalised.
38.	Eliasson, Eva, 1960-, et al. (författare) Health and social care teachers' descriptions of challenges in their teaching at upper secondary school 2017 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 7:1, s. 42-63 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
39.	Enochsson, Ann-Britt, 1956-, et al. (författare) Connecting school and workplace with digital technology : Teachers’ experiences of gaps that can be bridged 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:1, s. 43-64 Tidskriftsartikel (refereegranskat)abstract The aim of this study is to gain more knowledge about the gaps vocational teachers identify between school and workplaces in upper secondary vocational education, and their experiences of using digital technology as boundary objects to bridge these gaps. This study builds on theories of boundary crossing and is carried out through in-depth interviews with six vocational teachers. For the analysis, a model is used, where the concept learning mechanisms is borrowed from Akkerman and Bakker. In our model, the learning mechanisms coordination, reflection and transformation represent three levels to which all the gaps identified by the teachers relate. The teachers’ pedagogical aims are qualitatively different on the different levels. At the basic level, coordination; gaps with the aim to control and to keep in touch with students in their workplaces, are identified, whereas at the next level, reflection; the gaps that need to be bridged, concern creating better conditions for the students to reflect on and connect with what they have learned in the different learning arenas. Those teachers identifying gaps on the most elaborated level, transformation, want to create a complete educational experience for their students, as they try to find a seamless way of crossing the boundaries between school and the workplace.
40.	Eriksson, Lars, 1966-, et al. (författare) Waiter's craft-related actions studied from the perspective of time-geography 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:2, s. 152-176 Tidskriftsartikel (refereegranskat)abstract The aim of this paper is to visualize, communicate and understand the vocational knowledge of a waiters craft, including how to perform table-setting and serving. The underlying theoretical perspectives are Culinary Arts and Meal Science, Craft Science, and Time-Geography. Basic time-geographical concepts used in the study are project, log, notation and constraint. The empirical data consist of two postulated serving methods wherein different procedures are identified. The data are based on the first author’s vocational experience and are described by logs of procedures. Questions in the logs concerning capacity, coupling, or authority constraints indicate limits to what is possible. Additionally, one of the serving methods is shown by a notation, displaying the waiter’s and the guests’ actions in relation to the procedures. The notation, complemented with a drawing of the room, provides knowledge about when, where, and for how long a serving procedure lasts. Through the use of time-geographical tools, the waiter’s craft procedures can be described and interpreted. Thus, it became possible to visualize, communicate, and acquire a deeper understanding of how the waiter in her vocational craft predicts and masters how time and materiality together with spatiality affect a meal event.
41.	Ferm, Lisa, et al. (författare) Vocational students' identity formation in relation to vocations in the Swedish industrial sector 2019 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 9:2, s. 91-111 Tidskriftsartikel (refereegranskat)abstract This article investigates vocational identity formation among students studying vocational education programmes that focus on vocations within Sweden’s industrial sector. The empirical material is based on twenty-eight qualitative interviews with students enrolled on industrial programmes at four upper secondary schools. Taking a situated learning perspective as our starting point, the study reveals how the students’ vocational identity formation can be understood by examining their learning trajectories, which are shaped by their social backgrounds, their perceptions of workplace-based learning and industrial vocations, and their thoughts about their vocational futures. The findings demonstrate that students’ vocational identity formation is not a single linear process. On the contrary, three learning trajectories emerged which correspond to three different student groups. The students oriented towards commitment intended to work in industrial vocations, while the students oriented towards flexibility were open to the possibility of careers outside the industrial sector, and the students oriented towards ambivalence had no obvious plans for their vocational futures. In conclusion, this article suggests that in order to better understand the formation of vocational identities, the notions of learning trajectory types and social categorisations need to be considered in greater depth and understood in relation to the upper secondary school environment.
42.	Fändrik, Anna Karin, et al. (författare) Kollegial professionsutveckling för skolledare och lärare inom gymnasial yrkesutbildning : En fallstudie av en forskningscirkel 2018 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:2, s. 1-21 Tidskriftsartikel (refereegranskat)abstract This article describes how school leadership in a vocational secondary school used a research circle to establish collegial learning. The goal was to develop the teaching skills of teachers and, as a result, also develop the ability of students to assess their own knowledge and understanding, as well as their capacity to learn. The results are based on data from a qualitative case study in accordance with an action research tradition. The article reflects a contemporary education policy debate on the role of teachers in relation to students’ poorer study results. The teachers that participated developed and tested subject-specific self-assessment matrices in mini-research projects. Many of the students seemed to benefit little from using these matrices. Possible explanations may be that the students felt no motivation neither to improve their knowledge and skills nor to raise their grades. There did, however, seem to be differences between theoretical and vocational subjects. The research circle served to develop collegial learning among the participants and also played a role in the establishment of a school development group.
43.	Gidlund, Ulrika, 1966- (författare) Relational pedagogy in a vocational programme in upper secondary school : A way to make more students graduate 2020 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:2, s. 106-128 Tidskriftsartikel (refereegranskat)abstract In Sweden, many students start but do not graduate from upper secondary school despitepreventive efforts. The reasons for students dropping out of school have been examinedand opposed, but there is still more to be done. The overall aim of this study wasto contextualise and understand teachers’ and students’ experiences and perceptions ofrelational pedagogy in a vocational upper secondary programme in Sweden. The theoreticalframework was relational pedagogy to investigate theoretical knowledge of pedagogicalrelations. The data for this qualitative study was collected through two focusgroup interviews with 10 teachers and 10 individual student interviews. Directed contentanalysis was used to analyse the data in order to pay attention to the core conceptsof relational pedagogy as a theoretical encoding scheme. The findings show that teachersand students find their working and learning atmosphere much safer and more securecompared to earlier; both groups mentioned relational pedagogy as promoting studentparticipation, engagement, and motivation in school. This study contributes withknowledge of how vocational teachers and students perceive working with relationalpedagogy to promote learning and school attendance, but there is still a need to find outmore about how teachers’ relational competence is acquired.
44.	Gustavsson, Susanne, 1957, et al. (författare) Digitala körsimulatorer i yrkesutbildning: Utmaningar och möjligheter : Digital driving simulators in vocational education: Challenges and opportunities 2020 Ingår i: Nordic Journal och Vocational Education and Training. - 2242-458X. ; 10:1, s. 108-136 Tidskriftsartikel (refereegranskat)abstract This article discusses the didactical challenges and opportunities of driving simulatorsupported teaching and learning, mediated through digital technology in vocational educational and training through the example of driving simulators. We highlight relevant research on simulator-supported teaching and the need for practice-based, empirically driven research. The study is part of a larger project that focuses on the implementation of simulator environments in three secondary schools in the natural resource programme. The data consists of three action research projects in two of these schools where vocational teachers, together with researchers, plan and implement teaching with driving simulators as a new technology in their practice. The article is an example of how action research can contribute to critical evaluation and development of teachers’ professional work during the implementation of new technology. Results from these projects are analysed using the TPACK framework. The vocational teacher has a central position to ‘master’ the digital tool. Issues about fidelity, transfer and progression are discussed in terms of concepts that are challenged when new technology is introduced. Here, the vocational teacher's professional and content knowledge as well as the teacher’s didactic and technical competence are central for the development of new strategies when the conditions for teaching change fundamentally.
45.	Gustavsson, Susanne, 1957, et al. (författare) Lärande för hållbar utveckling i yrkeslärarutbildning : Learning for sustainable development in vocational teacher education 2018 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 8:3, s. 19-35 Tidskriftsartikel (refereegranskat)abstract This article draws on data from a module on education for sustainable development (ESD) in vocational teacher education. There are two kinds of data: 47 group work projects, where the assignment was to design an ESD activity in upper secondary vocational education, and a web questionnaire (average response rate of 80 %). The purpose is to describe and discuss how ESD can take form in vocational teacher education, and how the students value the knowledge that they have acquired when working with the module. The results give a positive picture of many different pedagogical approaches of planning an ESD activity. The variety of the contents of the activities stretch from having specific vocational focus, to broader societal perspectives. The planned activities for the pupils also differ, from participating in classroom exercises to activities based on actionand student-based planning. The different pedagogical approaches are exemplified and discussed. The results from the questionnaire show that over all, the students are positive to the content of the ESD module and the work that is carried out within this part of the course. These results are related to previous studies with critical aspects of teaching ESD.
46.	Gåfvels, Camilla (författare) Yrkesbevis för godkänt yrkesprov i floristutbildning 2021 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:3, s. 122-137 Tidskriftsartikel (refereegranskat)abstract This article is about vocational knowing in a school context, focusing on teachers’ interaction and assessment actions. The empirical data consist of audio-recorded episodes from the assessment of a professional certificate exam, describing how five teachers together assess floral arrangements. The study examines the assessment of a bouquet, and contributes to a discussion about (i) the botanical material’s importance in the assessment, and (ii) changes in the assessment conversation’s organisation in the form of negotiations; aiming to visualise the vocational knowing and ‘dual roles’ of the teachers. The analysis highlights how aesthetic abstractions form the content of the conversation, related actions, and what aspects of professional knowing that are expressed relationally between teachers in situ. Results from the study show that respect for the material is an important part of vocational floristry knowing.
47.	Henning Loeb, Ingrid, 1962, et al. (författare) Editorial: Challenges and development in and of vocational teacher education 2018 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 8:3 Tidskriftsartikel (refereegranskat)abstract Welcome to this special issue of the Nordic Journal of Vocational Education and Training titled Challenges and development in and of vocational teacher education. The particular focus and context as represented by the research articles and magazine articles in this issue is vocational teacher education in Sweden, Norway and Denmark. Paper presentations on vocational teacher education at the yearly NORDYRK conference in 2017 showed that although the structure and the length of the programmes differ in these Scandinavian countries, there are many similarities regarding content and subjects, and similar challenges that are addressed. We are very glad for the contributions in this special issue. The research articles contribute to knowledge of vocational teacher education, its problems and opportunities, while the magazine articles provide concrete examples of work in the area for review and development. In both cases, it is possible to draw attention to the vocational teacher education in each country, even though there are differences between them. http://www.njvet.ep.liu.se/issues/2018/v8/i3/01/njvet_18v8i3a1.pdf
48.	Holmgren, Robert, 1958- (författare) Reformed firefighter training program in Sweden : Conflicting instructor conceptions of professional learning 2014 Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 4:2 Tidskriftsartikel (refereegranskat)abstract In 2003, the content and form of Swedish firefighter training were reformed. New curricula and guidelines were implemented, instructors from different fields of knowledge were recruited and the training program was extended. In this study, 29 instructors were interviewed with a view to identifying and analyzing the salient conceptions of professional learning amongthem and how their conceptions have been affected by, and have affected, the implementation of the new training program. The resultsshow thatthe dominant conception among fire and rescueinstructors continuesto be adaptation-oriented, and that it has not changed significantly,despiterevisedtraininggoalsand challengesfromthe development-orientedattitudeprevalent among the risk andsafetyinstructors.It is also shown that this fundamentalcontradictionbetween instructor conceptions is manifested inseveraldilemmasand conflictsduring the negotiationand implementation phases ofthe new training program
49.	Holmgren, Robert, 1958-, et al. (författare) The vocational teacher, an inventor in special needs education : a study on Swedish vocational programmes 2024 Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 13:2, s. 100-123 Tidskriftsartikel (refereegranskat)abstract Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.
50.	Hultqvist, Sara, 1977-, et al. (författare) ”Det är klart de vet vad uppgivenhet betyder” : Kommunikation och språk i vård- och omsorgsutbildning på komvux 2021 Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 11:2, s. 25-45 Tidskriftsartikel (refereegranskat)abstract This paper concerns the role of teachers as street level buerarucrats in Swedish vocational healthcare education for adult students. At the center of the analysis are the challenges related to policy implementation when many of the students are second language speakers and language and communication play a role. Policy documents provide the analysis with a normative framework. Interviews with teachers give the analysis its standpoint. As a societal context, the field of elderly care suffers from labour shortages with difficulties recruiting trained staff. Policy stakeholders place high expectation on adult care education to both supply the labour market with trained staff, and to contribute to a smooth integration of migrants into society. As a matter of fact, half of the students in Swedish adult vocational healthcare education are migrants and the majority of those who complete the education get employment within elderly care. Thus, healthcare teachers are incremental to the implementation of policies. In their role as street level bureaucrats, they use different strategies to handle the press transferring sometimes contradictory policies into practice in the direct encounters with students. The results stress the importance of communication and language in healthcare education – and in elderly care practice.

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