| 1. |
- Berglund, Ingrid, 1954-, et al.
(författare)
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Assessment of vocational knowing : experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
- 2012
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Ingår i: Bulletin of Institute of Vocational and Technical Education. - 1348-4893. ; :9, s. 24-34
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Tidskriftsartikel (refereegranskat)abstract
- In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
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| 2. |
- Berglund, Ingrid, 1954-, et al.
(författare)
-
Challenges for Swedish VET-teachers in upper secondary apprenticeship.
- 2012
-
Konferensbidrag (refereegranskat)abstract
- After several decades with little or no interest in apprenticeship as an alternative to upper secondary vocational education (Lundahl 1998), the first attempts to re-introduce apprenticeship were made during the 1990’s. Characteristic for these was that they were embedded in school-based VET, offering an extended period of work-based learning for potential drop-outs or as individualized programmes. The political motive relates to studies showing that youth with incomplete upper secondary education were significantly more often unemployed than was the case for those who had completed a programme (Olofsson 2008). However, an informal apprenticeship has existed for several decades, especially in vocational areas related to construction and electricity. In these cases, apprenticeship is regarded as a necessary complement to the 3-year school-based VET-programmes. The respective training boards have established these requirements. In order to become what is labelled as “fully qualified” (in terms of fully paid), apprenticeship adds another three years to upper secondary education (Berglund 2009).Apprenticeship in connection to and as an alternative track for upper secondary vocational programmes was implemented in Sweden as a 3-year probation in 2008. The schools are responsible for the designing and organisation of upper secondary apprenticeship but there are two central conditions: firstly that minimum half of the programme must be realized in a workplace, and secondly that the same objectives apply for the programmes, are they given in the form of school based VET or as apprenticeship. This paper is based on a study of pedagogical aspects of apprenticeship during the second and third year of the probation (Berglund & Lindberg 2012). Here we focus on VET-teachers’ work within the apprenticeship form of upper secondary vocational education. The main issue of our paper is to illuminate the consequences and challenges for VET-teachers’ work within upper secondary apprenticeship.
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| 3. |
- Berglund, Ingrid, 1954-, et al.
(författare)
-
Forming the apprenticeship track and the vocational/introduction program:Disparities in new VET tracks with the policy of enhancing employability.
- 2011
-
Konferensbidrag (refereegranskat)abstract
- This paper builds on results from two studies of educational practices in two new tracks taking form in Swedish secondary VET, the apprenticeship alternative and the vocational introduction program, both introduced with the motives of enhancing employability. During 2010, new policy including a new school law, new eligibility requirements, new curricula, new syllabuses, and new diplomas have been presented and the restructured secondary school is launched in autumn 2011.Our studies are on national pilot projects of the apprenticeship alternative and municipal preparatory work for the Vocational introduction program, and we show what pedagogy is taking form and is conducted and thus provide examples of the new Swedish VET practice architecture and of educational practices in the making. Our studies support conclusions in critical policy analysis: a clearly marked feature of future VET is the differentiation of pupils. We present great disparities: VET educational practices, pedagogical activities and possibilities of skills improvement for the students differ widely. Some provide substantial support for developing a VET knowledge base, others don’t. Taking a long-term perspective, we argue that there are several problems with the new VET orders and arrangements for enhancing students’ employability in a mobile and flexible labor market.
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| 4. |
- Berglund, Ingrid, 1954-, et al.
(författare)
-
Försöksverksamhet med gymnasial lärlingsutbildning: utmaningar för yrkeslärarna
- 2011
-
Konferensbidrag (refereegranskat)abstract
- Försöksverksamheten med en gymnasial lärlingsutbildning startade i Sverige 2008. Gymnasieskolorna ansvarar för lärlingsutbildningens utformning men hälften av utbildningen skall genomföras i arbetslivet. Lärlingsutbildningarna har samma uppdrag (mål) som de nationella programmen. På uppdrag av Skolverket genomfördes en uppföljningsstudie med särskilt fokus på pedagogiskt didaktiska aspekter av lärlingsutbildningen under våren 2010. Studien baserades på intervjuer och informella samtal med elever, lärare och handledare, på olika typer av dokument samt på foton från skolor och arbetsplatser. Tre program (bygg-, handels- och omvårdnadsprogrammen) på tre geografisk spridda orter ingår i studien. Syftet för vårt paper är att beskriva vilka arbetsuppgifter framför allt yrkeslärarna har inom gymnasial lärlingsutbildning och vilka nya kompetenskrav som därmed ställs på dem. Vilka utmaningar har yrkeslärarna att hantera i den gymnasiala lärlingsutbildningen? Vilka krav ställer dessa i sin tur på yrkeslärarutbildningen? De arbetsuppgifter vi sammantaget funnit för yrkeslärarna i den gymnasiala lärlings-utbildningen är följande: att planera utbildningen, utforma uppgifter och uppföljningsunderlag, att rekrytera arbetsplatser som kan engageras i lärlingsutbildningen, att genomföra handledarutbildning och informera handledare på arbetsplatsen, att ordna med alternativa uppgifter och projekt för elever som inte får en lärlingsplats eller befinner sig i skarven mellan två lärlingsplatser, att följa upp elevens yrkesbildningsgång i förhållande till programmets och kursplanernas mål och till arbetsinnehållet på olika arbetsplatser, att fatta beslut om byte av arbetsplats. Vi har också funnit att dessa arbetsuppgifter kan variera mellan programmen och att variationen kan ses i ljuset av programmens olika traditioner. Vidare skapar regionala skillnader i näringslivsstrukturen mellan de tre orterna och skillnader mellan skolornas resurser delvis skilda förutsättningar för genomförandet av lärlings-utbildningen. Till dessa uppgifter krävs en i många stycken annan kompetens än den som krävts tidigare. Det gäller inte minst ett ökande skriftspråkligt kunnande, som några lärare menar att de inte har kompetens för – eller att det är arbetsuppgifter de inte trivs med. Lärlingslärarens arbetsuppgifter skiljer sig från den tidigare yrkeslärarens och ställer nya krav på yrkeslärarutbildningen.
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| 5. |
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| 6. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Renaissance or a backward step? Disparities and tensions in two new Swedish pathways in VET
- 2013
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Ingår i: International Journal of Training Research. - Wagga Wagga, N.S.W. : eContent Management Pty Ltd. - 1448-0220 .- 2204-0544. ; 11:2, s. 134-149
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Tidskriftsartikel (refereegranskat)abstract
- This article builds on results from studies of two new pathways in Swedish upper secondary VET. A major reform was launched in 2011 and the restructuring was presented by the Minister of Education as a 'renaissance for VET education'. The conclusion of the Upper Secondary Commission is that 'students shall be more specialised within their vocational or study area compared to today's vocationally oriented programmes'. We conceptualize the restructured upper secondary VET and these two new educational pathways as a new 'VET practice architecture'. Apprenticeship Education and Vocational Introduction are both regarded as alternatives to school-based VET, particularly beneficial for students with ‘practical' learning styles and as alternatives for students who lack the motivation to study in regular VET programmes. The results from the empirical studies show a landscape of disparities and tensions and the vocational learning taking place challenges the notion of a 'renaissance for VET education'.
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| 7. |
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| 8. |
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| 9. |
- 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.
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| 10. |
- Berglund, Ingrid, 1954-
(författare)
-
Att vara lärling i gymnasial lärlingsutbildning
- 2012. - 1
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Ingår i: Lärare och lärande i yrkesprogram och introduktionsprogram. - Lund : Studentlitteratur. - 9789144074412 ; , s. 167-182
-
Bokkapitel (populärvet., debatt m.m.)
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| 11. |
- Berglund, Ingrid, 1954-
(författare)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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| 12. |
- Berglund, Ingrid, 1954, et al.
(författare)
-
Digitaliseringens utmaningar och möjligheter för undervisningen - exemplet körsimulering i naturbruksutbildning
- 2018
-
Ingår i: Nordyrk 2018, 11-13 juni Oslo, OsloMet.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Studiens övergripande syfte är att undersöka samt kritiskt granska digitaliseringens utmaningar och möjligheter vid simulatorstödd undervisning i gymnasial yrkesutbildning. I yrkesutbildning inom naturbruk ska elever utveckla kunskap i att använda de olika typer av maskiner eller fordon som förekommer inom relaterade yrken (t ex traktor, skördetröska, skotare). Användning av körsimulatorer i undervisningen förväntas öka elevers förutsättningar för kunskapsutveckling till exempel genom ökad tillgång till körträning, större möjligheter till individualiserad undervisning, fler tillfällen och möjligheter att pröva färdigheter i enskilda moment. Användningen av körsimulatorer i yrkesutbildning motiveras också av miljöskäl och ekonomiska skäl. De körsimulatorer som utvecklas idag har en hög grad av likhet med autentiska maskiner vilket ytterligare motiverar användning i undervisning. Tillgänglighet och användning av digital teknik och acceptans för tekniken räcker dock inte för att förbättra undervisningen (Säljö, 2010). En central fråga är vilka nya möjligheter ett digitalt verktyg, i detta fall körsimulator erbjuder och vilken betydelse dessa möjligheter kan ha för elevens lärande och yrkesrelaterade kunskaper. En annan fråga är då vilken betydelse simulatormiljön får för lärarens planering och genomförande av undervisning. I de tre skolor där studien genomförs sker en större satsning på implementering av körsimulatorer, vilket då direkt påverkar såväl utbildningsmiljö som undervisningspraktik. Satsningen motiverar ett lokalt utvecklingsarbete där lärare systematiskt och i samarbete med forskare prövar och granskar simulatorstödd undervisning. Studien genomförs som aktionsforskning (Rönnerman, 2008; Söderström, 2012). Målet är att bidra till kunskapsutveckling om simulatorstödd undervisning i yrkesutbildning, men också till den lokala kontextens egen kvalitetssäkring av simulatorstödd undervisning. Studien består av fyra undervisningsnära projekt som behandlar simulatorövningar som komplement till autentisk körning, simulatorövningar och ämnesintegrering samt simulatorövningar för bedömning. Lärares erfarenheter och frågor är utgångspunkt för designen av aktionsforskningen. Studien genomförs med utgångspunkt i yrkeslärares erfarenheter och frågor samt aktioner i den egna undervisningen. Lärare prövar metoder och modeller i simulatorstödd undervisning samt analyserar implikationer för planering, genomförande och bedömning i samarbete med forskare. Data för analys har skapats genom observationer, intervjuer och etnografisk dokumentation. Genomförande och analys av de fyra projekten pågår under våren 2018. Presentationen kommer att beskriva respektive projekts syfte, genomförande och resultat, en övergripande analys och slutsats samt öppna för en diskussion om digitala verktyg för att utveckla relevant yrkeskunnande i framtidens yrkesutbildning
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| 13. |
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| 14. |
- Berglund, Ingrid, 1954-
(författare)
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Introducing an apprenticeship pathway in Swedish VET : chances and difficulties in workplace learning
- 2013
-
Ingår i: Apprenticeship in a globalised world. - Zurich : LIT Verlag. - 9783643903525 ; , s. 77-80
-
Bokkapitel (refereegranskat)abstract
- This paper explores challenges when introducing an Apprenticeship Education pathway in the Swedish uppersecondary VET. It draws on research on a national pilot project on Apprenticeship Education funded by the Swedish National Agency for Education.The paper emphases on the workplace learning and illuminates some challenges that were recognized during the pilot project. One main challenge was findingworkplaces that wanted to participate in the apprenticeship training. Another concerned the production of the participating workplaces which was commonly not broad enough to give a wide VET education according to the curriculum requirements. A third main challenge was the supervision and guiding structures at the workplaces. The study concludes that there were fundamental differences in the quality of the Apprenticeship Education. It is also concluded that Apprenticeship Education has great potentials if accessible resources are provided – in schools as well as at workplaces.
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| 15. |
- Berglund, Ingrid, 1954-
(författare)
-
Learning territories in upper secondary apprenticeship education in Sweden
- 2013
-
Konferensbidrag (refereegranskat)abstract
- In i autumn 2008 the Swedish government initiated a three years long national pilot project with Upper Secondary Apprenticeship Education (USAE) before launching a major reform in autumn 2011.This paper reflects on outcomes of two studies with pedagogical focus made in the USAE pilot project. The issue of this paper is to describe what kind of “learning territories” (Fuller & Unwin 2004) that were visible in the USAE. Apprenticeship relies predominantly on the extent and richness of possibilities to participate in diverse communities of practice (Wenger 1998) and to what kind of guidance apprentices’ will receive at workplaces (Billett 2009). The vocational learning also depends on what kind of basic and complementary vocational knowledge that is made accessible in school-based education. The outcomes showed varying “learning territories” that offered apprentices dissimilar kinds of learning opportunities regarding the apprentices’ possibilities to develop vocational knowledge at workplaces and at school.
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| 16. |
- Berglund, Ingrid, 1954
(författare)
-
Svensk yrkeslärarutbildning efter reformen 2011 – om antagning, praktik/VFU och läraranställning
- 2018
-
Ingår i: Nordyrk 2018, 11-13/6 i Oslo (OsloMet).
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Presentation handlar om genomförandet av en enkätstudie riktad till studenter som genomfört sin yrkeslärarutbildning efter lärarutbildningsreformen 2011. Följande områden belyser vi i studien: i/ antagningen i yrkesämnen och hur dessa kan relateras till den tjänst som yrkeslärare får efter utbildningen, ii/ genomförandet av VFU i yrkeslärarutbildningen. Syftet med studien är att skapa underlag för vidare diskussion om antagningen i yrkesämnen och kvaliteten i VFU inom yrkeslärarutbildning. Preliminära resultat visar att var femte student undervisar i yrkesämnen som de inte var antagna till. vidare synliggör enkätsvaren att drygt 20 procent av studenterna inte hade en VFU-handledare som hade specifika yrkeskunskaper i studentens ämnen. Av dessa studenter hade VFU i egen tjänst. två tredjedelar av studenterna anger att VFU-handledaren hade liten eller ingen betydelse för deras nuvarande skicklighet som yrkeslärare. Den andra tredjedelen anger att deras VFU-handledare hade stor betydelse för hur de utvecklat sin profession som yrkeslärare. Svaren indikerar att studenter inom programmen bygg- och anläggning, VVS- och fastighet samt fordon och transport är särskilt missnöjda med sin handledning under VFU. Det resultat indikerar att det behövs kvalitativa förstärkningar av VFU-handledningen inom yrkesutbildningen.
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| 17. |
- Berglund, Ingrid, 1954
(författare)
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The attractiveness of gardening VET. Influential (mis)conceptions and possible initiatives that can be taken to increase the attractiveness.
- 2018
-
Ingår i: ECER 2018, 4-7 september, Bolzano, Italy.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The attractiveness of upper secondary vocational education (VET) in Sweden has been declining for a long time (SOU, 2015:97). The number of applicants was remarkably reduced in connection with an upper secondary school reform conducted in 2011, from over 50 percent to just under 40 percent, and has since then declined further (SCB, 2017). In the reform, higher education eligibility was removed as previously applicable to all upper secondary education programmes, including vocational programmes. Students consequently have been seeking higher education preparatory programmes, especially students with high grades (SCB, 2017). The consequence is that there is a major shortage in Sweden of many skilled professionals. The issue of the attractiveness of VET for young people is therefore relevant, and several initiatives have been taken by the trades and the government to make VET more attractive, such as informational campaigns, the year of VET and vocational competitions (Skolverket, 2017). Whether these efforts will have the effect of encouraging more students to apply to the VET programmes is not yet statistically visible, but so far, it seems that these measures have not had a significant impact on the number of applicants for the VET programmes. While the interest in VET is on the decrease among young people, attempts are being made towards adult VET, especially in vocations where there are shortages of skilled labour. Adult education also provides equivalent skills and courses as the upper secondary VET programmes. The vocations of interest in this paper are green jobs in horticulture and gardening. Those vocations attract very few young people, while they are expanding strongly in adult education. This situation initiated our interest for studying what could affect the attractiveness of VET-education in gardening for young people as well as adults. The questions are as follows: •How can different conceptions about gardening affect the attractiveness of gardening? •What starting points appear to be important in deciding on horticulture and gardening VET? Using socio-cultural perspectives (Vygotsky, 1978; Wenger, 1998; Engeström, 2001; Czarniawska, 2004), we analyse the respondents’ narratives about their paths to gardening interrelated to the historical development of gardening in Sweden. The division of labour and the status of various garden professions and the actual conditions that characterise them is described and provides a basis for the analysis. A basic condition is Sweden's geographical location and the varying conditions that are thus possible for gardening. Seasonal employment is the main form of employment and only in the most southern parts of the country are the conditions suitable for permanent employment in gardening (Stridsberg, 2007). The availability of garden VET is another circumstance where there are no VET-programmes for gardening in the north of the country. To get access to trained employees, the garden trade has developed a system for validating and certifying skills acquired through the working life (TCYK, 2018). This certification system is linked to the upper secondary VET-programme and creates accesses for professionals to validate and develop their professional skills and to qualify their work (NYN, 2006). These opportunities and adult VETs in gardening provide flexible opportunities for lifelong learning. The study is based on qualitative interviews (Kvale & Brinkmann, 2009). To provide as wide a representation as possible of gardening's attractiveness and the gardening content, we chose to interview trade representatives, teachers and students in horticultural education Respondents’ descriptions of their pathways to and experience of gardening and education provide various personal narratives (Czarniawska, 2004; Robertson, 2005). These personal micro-narratives also reflect different ideas about gardening and experiences of gardening. In order to put the respondents' narratives in a broader context, a literature study of the historical development of the gardening work was carried out. Representations of gardening in literature and media were used to reflect different ideas about gardens and gardening. In the analysis, the micro-narratives are situated in broader contexts of the historical development of gardening and its structures as represented in the division of labour between different gardening vocations through the socio-cultural analysis (Engeström, 2001). The respondents’ micro-narratives concurrently contribute to the creation of the historical macro-narratives of gardening. By situating the historical development of gardening regarding the present situation and the respondents’ narratives, we were able to distinguish three different representations that can be expressed as metaphors (Alvesson, 2011) for gardening that could affect the VET attractiveness. These metaphors provide a basis for the discussion and suggestions for efforts to strengthen the attractiveness of gardening in VET. One metaphor symbolises gardening as unqualified. This understanding of gardening is often formed by young people during their summer vacation work, but also is emphasised as a positive opportunity for the unemployed to gain access to the labour market. Another metaphor reveals gardening as qualified and diverse, providing great opportunities for various professions. This metaphor represents a more informed view of the field of gardening, and is primarily the image of the trades and teachers. The third metaphor is what we call the natural philosophical and romantic. Here gardening is described as closely linked to nature, ecology and local producing. The historical gardener, described as a widely knowledgeable person with high status, emerges as a representative of and influencer for this perspective of gardening. To a large extent, this image is represented through media and various TV gardening programs. Initially, the respondents were influenced by these representations of gardening, but through experiences and VET education in gardening the performances were transformed to be more diverse and led to the recognition of diverse openings in the profession. Opportunities for continuous learning and further studies also create possibilities beyond the boundaries between different gardening professions in the division of labour. Gardening appears to be physically demanding, but the growth of technological development, more rules for the work environment, new tools and technology are gradually improving this situation. In the conclusions we set up some possible initiatives that can be taken to increase the attractiveness of gardening VET-education among young people. These include concepts that provide a more visionary image of gardening. A main attraction of gardening is to work close to nature. School gardens are also highlighted as vital to create interest in gardening and for its educational role in various aspects (Moore & Wong, 1997; Blair, 2009; Johnson, 2001; Åkerblom, 2005).
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| 18. |
- Berglund, Ingrid, 1954-
(författare)
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Tools for assessment in Swedish upper secondary apprenticeship: what do they assess?
- 2013
-
Konferensbidrag (refereegranskat)abstract
- In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to describe the tools used for assessment and what these make available to assess.The data this paper is based upon are of three kinds: interviews with teachers, apprentices and supervisors, audio-recorded trilateral sessions for assessment, and the different kinds of documentations that were used as tools for follow up and assessment of students’ progress.Most of the tools used were either various kinds of checklists that guaranteed the apprentices had participated in or observed specific activities or situations, or rating scales focusing students’ behaviour. In few cases the quality of aspects of students’ work – that is aspects of vocational knowing – was in focus. These findings are discussed in relation to aspects of the conditions for VET-teachers’ work.
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| 19. |
- Berglund, Ingrid, 1954, et al.
(författare)
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Vocational teacher students’ critical reflections in site-based education
- 2020
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Ingår i: International Journal of Training Research. - : Informa UK Limited. - 1448-0220 .- 2204-0544. ; 18:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.
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| 20. |
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| 21. |
- Berglund, Ingrid, 1954-
(författare)
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What is made available for students to learn in Swedish vocational construction education?
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper is based on a study of the relationship between Swedish Vocational Education and Training (VET) in general and vocational construction education in particular, as well as the implications of the fact that Vocational Education and Training is carried out on two arenas: in school and in working life.Vocational construction education in Sweden is starting within the scope of the upper secondary Construction Programme. Already in upper secondary school, the responsibility for the education is shared between school (school based education) and companies within the trade (work based education). Immediately after graduation, a two-three year period of apprenticeship in the construction industry begins. Thereby the upper secondary education is closely integrated with the building trade’s apprenticeship system, which is additionally backed up by the widely spread practice of having many of the upper secondary courses held at the building sites of the construction industry partners who often play the role of future employers of apprentices.One issue is to explore what is made available for students to learn in school and work based education respectively. What conclusions can we draw regarding theory, practice and becoming qualified within this particular vocational area? The choice of Cultural Historical Activity Theory (CHAT) as theoretical framework was determined by its fundamental principle of regarding the activity system as the smallest analysis unit in respect of studies of human actions. Thus, CHAT well suits analyses and descriptions of VET in that it functions as a tool with which bridging between the dichotomous pair of concepts, “theory” and “practice”, is made possible. CHAT focuses on human activity in relation to personal development. An individual’s thinking and acting is formed by and in relation to the activities (s)he is part of, but individuals also contribute to forming and reforming these activities – the transformation is therefore mutual. Our way of acting and thinking is thus, to some degree, historically and culturally determined. Mainly based on Leontiev’s structure of activity system (Leontiev 1978), the presented case study centres in particular the observed actions and interaction between these in order to identify any possible patterns that contribute to implications of the motive for vocational construction education.Being part of the praxis community of construction workers, vocational teachers take the conditions of the construction industry for granted and consequently regards them as mandatory guidelines for how the content of education should be designed. It seems that their educational activity is propelled by the motive to accommodate students to the building trade’s apprenticeship system and teamwork. In the case study, the students are enculturated (Roth et al 2005) into the construction industry's specific, culturally and historically developed conditions: teamwork, piecework and masculinity as both an ideal and a norm.
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| 22. |
- Berglund, Ingrid, 1954
(författare)
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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
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:3, s. 83-98
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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.
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| 23. |
- Gustavsson, Susanne, 1957, et al.
(författare)
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Digitala körsimulatorer i yrkesutbildning: Utmaningar och möjligheter : Digital driving simulators in vocational education: Challenges and opportunities
- 2020
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Ingår i: Nordic Journal och Vocational Education and Training. - 2242-458X. ; 10:1, s. 108-136
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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.
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| 24. |
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