| 1. |
- Berglund, Ingrid, 1954, et al.
(författare)
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Digitaliseringens utmaningar och möjligheter för undervisningen - exemplet körsimulering i naturbruksutbildning
- 2018
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Ingår i: Nordyrk 2018, 11-13 juni Oslo, OsloMet.
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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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| 2. |
- 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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| 3. |
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| 4. |
- Eriksson, Anita, et al.
(författare)
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Krav, uppmaningar och frågor : en autoetnografisk reflektion över handledning av självständiga arbeten
- 2016
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 10:1, s. 70-87
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Tidskriftsartikel (refereegranskat)abstract
- The degree project represents an important part of higher education since it will examine the student´s knowledge in relation to the degree goals and the student´s ability to work independently under supervision. The supervision that is requested and given constitutes a central part of the student´s working process and depending on the supervision´s character it can also impact on the student´s possibilities to independence. Using as a point of departure the intention to make visible and to problematize our students’ ability to be independent, the aim of the study presented here is to identify the specific features of the written supervision which we as supervisors give to students in the form of comments. The attempt is auto-ethnographic, which means that we reflect over our own way to supervise. As support for the analysis parts of Bernstein´s theory have been used. The article describes and problematizes how we as supervisors have used comments in form of demands, exhortations and questions, the motives for the different kinds of comments and how different comments impact on the student´s possibility to use and show his/her ability to work independently. The article contributes with knowledge about what is happening during the supervision, it can be used as foundation for discussion about supervision in relation to the student´s independence and gives an example on self-reflection over one´s supervision.
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| 5. |
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| 6. |
- Gustavsson, Susanne, 1957-
(författare)
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Blivande yrkeslärares beskrivningar av yrkesämnets didaktik
- 2013
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 7:1, s. 66-86
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Tidskriftsartikel (refereegranskat)abstract
- The vocational education in upper secondary school contains general and vocational subjects.Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described bystudent teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students’ needs are central for teachers´ choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.
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| 7. |
- 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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| 8. |
- Gustavsson, Susanne, 1957
(författare)
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Hur leda och utveckla vuxenutbildning?
- 2020
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Ingår i: Rektor i fokus – kunskap, värden och verktyg. U. Blossing (Red.). - Stockholm : Studentlitteratur. - 9789144127828 ; , s. 357-376
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Gustavsson, Susanne, 1957, et al.
(författare)
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Lärande för hållbar utveckling i yrkeslärarutbildning : Learning for sustainable development in vocational teacher education
- 2018
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 8:3, s. 19-35
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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.
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| 10. |
- Gustavsson, Susanne, 1957, et al.
(författare)
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Reflekterande handledning – en plattform för studenters och lärares gemensamma lärande
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 16:2, s. 71-86
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Tidskriftsartikel (refereegranskat)abstract
- Reflective supervision in higher education means that students, continuously and systematically (according to a given model), together with teachers who supervise them, process experiences from work-based education and the university-based part of education. In two early studies of nursing students’ and teachers’ experiences of critical reflection as part of the reflective supervision, we have identified signs of existence of shared learning community. The purpose of the present study is to investigate teachers’ and students’ expressions of shared learning community, in light of the teaching form reflective supervision. The data consist of interviews from the two previous studies. The result of the analysis shows how students and supervising teachers express common experiences from the reflective supervision. The result shows a shared learning community as structured processing of vocational knowledge, challenging perspective meeting and exchange of perspectives, openness to each other's experiences and learning processes and interaction between the common and the individual. The study shows how the model reflective supervision contributes to a creative common environment for learning for both students and teachers in higher education.
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| 11. |
- Gustavsson, Susanne, 1957
(författare)
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Simulering i yrkesutbildning - didaktiska samtal om simulatorstödd undervisning
- 2021
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Ingår i: Skandinavisk tidsskrift for yrker og profesjoner i utvikling - SJVD. - : OsloMet - Oslo Metropolitan University. - 2464-4153. ; 6:1, s. 57-72
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Tidskriftsartikel (refereegranskat)abstract
- Studien behandlar körsimulatorer i gymnasial yrkesutbildning. Syftet är att via yrkeslärares erfarenheter och frågor identifiera möjligheter och utmaningar när simulatorer implementeras i undervisningen. I bakgrunden beskrivs studier om digitalisering i utbildning, samt mer specifikt studier om simulering i yrkesutbildning. Studiens empiri utgörs av deltagande observationer av undervisning och utbildning för yrkeslärarare samt samtal med yrkeslärare i anslutning till undervisningen. Som analysverktyg används det teoretiska ramverket TPACK med perspektiven innehåll, pedagogik och teknik. Studiens slutsatser belyser betydelsen av att synliggöra yrkeslärarens didaktiska resonemang i ett kollegialt sammanhang, som ett led i ett systematiskt kvalitetsarbete. De tre perspektiven innehåll, pedagogik och teknik balanseras i yrkeslärares resonemang om simulatorstödd undervisning, där fokus på yrkeskunnande ger innehållsfrågan en central betydelse. Vidare uttrycks hur pedagogiken och tekniken behöver varieras för att eleverna ska ges förutsättningar att uppnå yrkeskunnande. I diskussionen behandlas yrkesutbildningens och skolans arbete med implementering av ny teknik i undervisningen, samt yrkeslärarens roll och situation. För att ytterligare utveckla kunskap om simulatorstödd undervisning i yrkesutbildning krävs mer praktiknära studier av elevers lärandeprocess och hur undervisningen bidrar till utveckling av yrkeskunnande.
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| 12. |
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| 13. |
- Gustavsson, Susanne, 1957, et al.
(författare)
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To challenge and to be challenged - teachers collective learning in higher education
- 2019
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 20:3, s. 339-354
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Tidskriftsartikel (refereegranskat)abstract
- Critical analyzing and reflective competence are essential objectives in all higher education. In academic professional education, it is a challenge for the teacher to support and develop the student ' s critical reflection of both academic and placement studies. The aim of this study is to identify the characteristics of the teacher role and the challenges of the reflective seminar within higher education. Data were gathered through group interviews and analyzed with a phenomenological hermeneutic approach. The result shows four themes; the experience of control and uncertainty, building trust and challenging ideas, the alternation between closeness and distance, and the parallel processes of supervising learning and being in a learning state. One conclusion is that the seminar teaching practice stimulates a collegial learning environment. This practice promotes the teachers pedagogical and didactical competence and an open attitude to each other ' s teaching practice.
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| 14. |
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| 15. |
- Gustavsson, Susanne, 1957
(författare)
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Yrkeslärares strategi för elevers framgång
- 2019
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Ingår i: Didaktisk utvecklingsdialog - Lärares och skolledares professionella utveckling. A. Olin, J. Almqvist, L. Gyllander Torkildsen, K. Hamza (red.). - Lund : Studentlitteratur. - 9789144125749 ; , s. 108-109
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Editorial: Challenges and development in and of vocational teacher education
- 2018
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 8:3
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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
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| 17. |
- Jembere Asrat, Eskindir, et al.
(författare)
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Conceptualisation and experience of ownership in multi-stakeholder partnerships: Lessons from the HDECoVA initiative in Ethiopia
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:3, s. 20-46
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Tidskriftsartikel (refereegranskat)abstract
- Ownership is commonly considered a key principle aiming to promote effective multi-stakeholder partnerships. This article explores the conceptualisation and experience of ownership in a multi-stakeholder initiative in TVET, with an empirical focus on a Public-Private Development Partnership (PPDP) in Ethiopia. The qualitative case study is based on insights derived from semi-structured interviews with project staff and partnership actors and an analysis of relevant documents. The findings indicate discrepancies between rhetoric and reality of ownership dynamics, which complicates the actual ownership practice. The goal of all-inclusive equitable participation, originally intended, is not achieved. Power is not equally shared in the initiative, as local actors play a limited role in the decision-making process, and therefore do not acquire ownership as intended. In this case, the PPDP approach reproduces inequality as international actors exert influence through indirect governance. This study suggests a coherent understanding of the ownership concept, which emphasises the relationship between all parties, promoting co-ownership, rather than merely defining the roles of donors and beneficiaries. PPDPs are likely to achieve better results and local actors may sustain outcomes when their capacity is built through active engagement in the process and the partnership is implemented through joint commitment, responsibility, and equal participation.
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| 18. |
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| 19. |
- Messina Dahlberg, Giulia, et al.
(författare)
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From doing to learning: Students’ self-evaluation and reflective practices in VET
- 2024
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 14:2, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate the conditions for students’ self-evaluation and reflective practices when dealing with the learning of skills in a range of different settings in vocational education and training (VET), in the natural resource programme with simulated and authentic teaching practices and learning environments, for example digital driving simulation, as well as environments with authentic machines. The empirical basis of the study consists of extensive data generated during fieldwork in the form of interviews, field notes, and observations in simulator centres, authentic school environments and classrooms. The results show that simulation-based teaching and learning have created opportunities to develop practices that foster students’ evaluation and regulation of their learning, through the implementation of specific tools that focus on triggering students’ reflections on specific vocational skills and competence. The analysis also shows that feedback and reflective practices could be understood as an evaluation tool for task completion against specific set standards in pedagogical design. But also, as a practice of socialisation and transformation for the students, with the aim to provide them with the kinds of tools that may foster creativity and collaborative practices in the vocational training and their future profession.
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| 20. |
- Uusimäki, Liisa, 1959, et al.
(författare)
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VET Education for Sustainable Development in Sweden.
- 2024
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Ingår i: Ametller, J., Asikainen, E., Gual Oliva, M., & Němejc, K. Eds. (2024) Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework.. - Prague, Czech Republic : Czech University of Life Sciences.
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Bokkapitel (refereegranskat)abstract
- The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
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| 21. |
- Wyszynska Johansson, Martina, 1964, et al.
(författare)
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”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans
- 2021
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 11:3, s. 88-110
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Tidskriftsartikel (refereegranskat)abstract
- The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.
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