| 1. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Becoming a construction worker in the connected classroom : Opposing school work with smartphones as happy objects
- 2020
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:1, s. 65-94
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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.
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| 2. |
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| 3. |
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Fritidsdidaktiska dilemman
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Fritidsdidaktiska dilemman är en antologi som belyser utmaningar som är specifika för barns fria tid och fritid. Genom röster från yrkesverksamma inom skola, fritidshem och fritidsaktiviteter, liksom från elever och föräldrar, ges inblickar i hur bland annat lärande, vänskapande och kommunikation sker och ser ut i barns förändrade fritid.De utmaningar och praktiker som boken återspeglar är uppdelade i tre teman:Fritidshemmets didaktiska dilemmanBarns och ungas organiserade fritidsaktiviteterBarns och ungas fria tidMed hjälp av de diskussionsfrågor som avslutar varje kapitel uppmuntrar Fritidsdidaktiska dilemman till kollegiala samtal för utveckling av strategier och verktyg för att identifiera och hantera de dilemman som presenteras. Det är därför en bok som passar alla lärar- och pedagogkategorier, såväl som lärarstudenter, särskilt lärare i fritidshem, ledare och tränare i olika former av organiserade fritids-, idrotts- och kulturskoleverksamheter.
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| 4. |
- Kontio, Janne, 1981-
(författare)
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Auto Mechanics in English : Language Use and Classroom Identity Work
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a compilation thesis consisting of three different articles with the purpose to explore the relationships between language practices, identity construction and learning in the context of the Vehicle Program, a vocational program in Swedish upper secondary schools. A feature of the particular setting studied here that sets it apart from the general education of auto mechanics in Sweden is that it was carried out in English.The study focuses on language practices within a community of practice where the norms for second language use, gender arrangements and identity work are negotiated in conversations between students and between students and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities.The study was conducted through an ethnographic approach, including observation, field notes, approximately 200 hours of video recorded interactions, and interviews with students and teachers. The recorded interactions were analysed using tools from conversational analysis and methods focusing on linguistic activities and interactional patterns. An eclectic approach combining linguistic ethnography, ethnometodological conversation analysis and socio-cultural theory of learning, in particular the concept of communities of practice, form the basis of the theoretical framework.The findings in study I highlight that language alternations are repeatedly used in the workshop as a meta-language to play around with language, which relates to emerging communicative strategies that also produces – and helps contest – local language norms. Study III suggests that teasing in students’ peer relations are not only disruptive, off-task behavior, thereby rendering them important only from a classroom management perspective. Teasing, this study proposes, should rather be seen as an organizing principle by which the students are able to position themselves in relation to an institutionally established language ideology. Study II focuses on how participants invoke and renegotiate conventional forms of masculinity tied to the ability of handling tools. Such micro-processes illuminate how gender is a constantly shifting social category that is done, redone and possibly undone. The findings suggest that new forms of auto mechanic student identities are formed that challenge current dominant discourses about what a mechanic should be.
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| 5. |
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| 6. |
- Kontio, Janne, et al.
(författare)
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Collective and individual use of smartphones : Embodied interaction in Swedish upper secondary Building and construction and Hairdresser educations
- 2019
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Ingår i: Emerging Issues in Research on Vocational Education & Training. - Stockholm : Premiss. - 9789189077010 ; , s. 174-216
-
Bokkapitel (refereegranskat)abstract
- This chapter has a special focus on the use of smartphones among students in two Swedish study programs in upper secondary school; one traditionally male education, the Building and construction program; and one traditionally female education, the Hairdresser program. The results derive from a larger video-ethnographic project with the aim to explore the role of smartphone usage in upper secondary classrooms in Sweden. In this project we have used new and innovative methods regarding how students’ digital activities in the classroom could be cap- tured and studied. While the smartphones were used individually to a notably higher extent by the students in the hairdressing classroom, there were significantly more collective features in the smartphone usage of the students in the building and construction class. In the latter, the students showed up what they did on their smartphones for several of their classmates at the same time, we also witnessed situations where the students used each other’s smartphones; interactional traits that we did not witness at all in the studied hairdressing classes. In this chapter, we study what these collective and individual features of mobile usage look like, and what their interactional purposes are. More precisely, the purpose is to study the embodied interactional processes the students engage in when using their smartphones and how these processes relate to their shaping of a professional identity.
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| 7. |
- Kontio, Janne, 1981-, et al.
(författare)
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Collective and individual use of smartphones : Embodied interaction in Swedish upper secondary Building and construction and Hairdresser educations
- 2018
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Ingår i: Emergent issues in vocational education & training. - Stockholm : Premiss förlag. - 9789186743741 ; , s. 174-216
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter has a special focus on the use of smartphones among students in two Swedish study programs in upper secondary school; one traditionally male education, the Building and construction program; and one traditionally female education, the Hairdresser program. The results derive from a larger video-ethnographic project with the aim to explore the role of smartphone usage in upper secondary classrooms in Sweden. In this project we have used new and innovative methods regarding how students’ digital activities in the classroom could be cap- tured and studied. While the smartphones were used individually to a notably higher extent by the students in the hairdressing classroom, there were significantly more collective features in the smartphone usage of the students in the building and construction class. In the latter, the students showed up what they did on their smartphones for several of their classmates at the same time, we also witnessed situations where the students used each other’s smartphones; interactional traits that we did not witness at all in the studied hairdressing classes. In this chapter, we study what these collective and individual features of mobile usage look like, and what their interactional purposes are. More precisely, the purpose is to study the embodied interactional processes the students engage in when using their smartphones and how these processes relate to their shaping of a professional identity.
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| 8. |
- Kontio, Janne, et al.
(författare)
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Epilog: Brutna vägar
- 2021
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Ingår i: Yrkesdidaktiska dilemman. - Stockholm : Natur och kultur. - 9789127828254 ; , s. 341-342
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Bokkapitel (populärvet., debatt m.m.)
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| 9. |
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| 10. |
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| 11. |
- Kontio, Janne, et al.
(författare)
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Inledning: Yrkeslärarens många dilemman
- 2021
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Ingår i: Yrkesdidaktiska dilemman. - Stockholm : Natur och kultur. - 9789127828254 ; , s. 11-18
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 12. |
- Kontio, Janne, 1981-, et al.
(författare)
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Language alternation and language norm in vocational content and language integrated learning
- 2015
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Ingår i: Language Learning Journal. - : Informa UK Limited. - 0957-1736 .- 1753-2167. ; 43:3, s. 271-285
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Tidskriftsartikel (refereegranskat)abstract
- The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302–25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.
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| 13. |
- Kontio, Janne, et al.
(författare)
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‘Last year we used to call it a Man’s Hammer’: (un)Doing masculinity in everyday use of working tools within vocational education.
- 2015
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Ingår i: International Journal of Masculinity Studies. - London : Taylor & Francis Group. ; 10:1, s. 20-38
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on how masculinity is oriented to in everyday interactions where both female and male students are learning how to use working tools in an auto mechanics environment in an upper secondary school in Sweden. Data are drawn from video-ethnographic work during two years in a beginner’s level workshop within a Vehicle engineering program. The study contributes to research on masculinity and technology. An ethnomethodological approach is taken in order to explore how gender is oriented to in everyday auto mechanic practices. It is demonstrated how the handling of auto mechanic devices in the beginning of term becomes associated with conventionalized understandings of what it means to be a man. However, when students start to work together in mixed gender teams any social actions that link auto mechanics with masculinity is downplayed or playfully challenged. We argue that the shifting enactments of gendered forms in everyday auto mechanic work suggest certain openness for future changes in the gendered relations of vocational practices.
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| 14. |
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| 15. |
- Kontio, Janne, 1981-
(författare)
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Making Fun of Language Use : Teasing practices and hybrid language forms in auto mechanic student peer interactions
- 2017
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 37, s. 22-31
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on how auto mechanics students in an upper secondary school in Sweden use teasing in everyday peer interactions to comment on one another’s language use. Data are drawn from video-ethnographicwork during two years in a Vehicle engineering program taught in and through a foreign language, English. The analyses concern how and in what ways normative expectations on language can be seen to play a role in building an English-speaking classroom community. A linguistic ethnographic approach is taken in order to explore how students’ teasing activities are organized to invoke broader language ideologies. It is found that students’ deploy teasing as a way of co-constructing shifts between different second language registers, linked to classroom language ideologies. It is here argued that engaging in teasing and other joking activities should be seen as conditional for identity construction and peergroup participation at the English medium instruction Vehicle programme.
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| 16. |
- Kontio, Janne, 1981-, et al.
(författare)
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Narcissism or Masquerade? Selfies as Visual Communication in Vocational Education Classrooms
- 2019
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Ingår i: Proceedings of NERA 2019.
-
Konferensbidrag (refereegranskat)abstract
- Being the third most popular platform among Swedish people as of 2018 (Internetstiftelsen, 2018), and the most used platform among Swedish teenagers (Statens Medieråd, 2017, p. 49), Snapchat use among Swedish youths has not been substantially investigated from discourse analytic perspectives (however, see Wickström, upcoming). The present study examines interactional aspects of Snapchat use by Swedish teenagers in a vocational school setting, based on a combination of video recordings of classroom activity and screen-recorded smart phone use.The data for this article is drawn from a larger collection of video and screen recordings of youths’ smart phone usage in Swedish upper secondary schools (“Uppkopplade klassrum”, VR/UVK, Dnr 2015-01044) and consists of approximately 75 hours of recordings of students in two upper secondary classes; learners of hairdressing and building- and construction work.Larsen & Sandbye (2013) suggest that we need to “look at photos not just as images but as material and social objects that mould and create identity and social relations between people”. Thus, we approach the images and interactions in the data by applying a framework inspired by the works of Erving Goffman on impression management (Goffman, 1990); specifically concerning interactional aspects of self-presentation and processes of situated identities.The results from this study gives us important insights into digital youth culture in general, and more specifically about the very image loaded lives youths live, in and through their use of smartphones. The study goes in depth to show how the use of images is done in actual practice and when it occurs in interaction in an institutional setting. The use of selfies among youths has often been described as narcissistic (Sorokowski et. al., 2015), but by showing when and how the actual production and consumption of images is done, this study aims to differentiate and make visible the different kinds of actions made by the users; self-presentations, self-representations and masquerade, thus emancipating the youths and giving them a certain amount of agency. More specifically, we note that the use of smart phone cameras and images mirrors different aspects present in these vocational classroom cultures, as have been found by previous research (Nyström, 2012), and the anti-school culture that can be seen in these vocational education data stands in stark contrast to what can be found in similar data concerning upper secondary schools preparing for ensuing studies (Wickström, upcoming).
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| 17. |
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| 18. |
- Kontio, Janne, 1981-, et al.
(författare)
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Yrkesdidaktiska dilemman: conference presentation
- 2021
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Ingår i: Proceedings of NordYrk, Nordic research network on vocational education and training.
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Konferensbidrag (refereegranskat)abstract
- In our daily work as researchers and teacher trainers, we meet many vocational teachers and vocational teacher students. It might be a baker or a car mechanic who after a couple of decades in the profession decides to re-saddle and become a vocational teacher. One thing that most of these teachers do and becoming teachers have in common in the meeting with us researchers is a vast need to discuss didactics and challenges that they meet in their everyday lives in school. This book brings together some of Sweden's foremost researchers in different aspects of vocational didactics and their recent research on didactic challenges and dilemmas in vocational education. The research presented in the book is addressed to a group of teachers who to a large extent lacks teacher training; vocational teacher in Swedish high school and adult education, as well as to students, teachers and researchers in vocational teacher programs at Swedish universities and colleges. In this presentation we present the anthology Yrkesdidaktiska dilemman, the authors and their contributions and discuss how we can approach didactical dilemmas in VET.
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Didactical dilemmas with mobile phones in vocational educational classrooms
- 2021
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Ingår i: INTED2021 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409276660 ; , s. 8476-
-
Konferensbidrag (refereegranskat)abstract
- This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.
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| 23. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Didaktiska dilemman i yrkesutbildningar
- 2020
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Ingår i: NU2020.
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Konferensbidrag (refereegranskat)abstract
- Denna presentation kommer att presentera pågående forskning om yrkesdidaktiska dilemman i Sverige. De didaktiska dilemman som kommer att presenteras är relevanta för yrkesutbildningar inom högre utbildning. Den forskning som presenteras är hämtad från en kommande bok om yrkesklassrum som kommer att ges ut i januari 2021 (Kontio & Lundmark, Natur & Kultur). Boken samlar några av Sveriges främsta forskare inom olika aspekter av yrkesdidaktik och deras färska forskning kring didaktiska utmaningar i yrkesutbildningar. Forskningen som presenteras i boken vänder sig till en grupp lärare som i stor utsträckning saknar lärarutbildning; yrkeslärare i svenska gymnasie- och vuxenutbildningar, samt till studenter, lärare och forskare vid yrkeslärarprogrammen vid svenska universitet och högskolor. Det finns sedan tidigare en del skrivet om yrkesutbildningar, men den forskning som presenteras här skiljer sig från det som skrivits tidigare genom att uteslutande utgå från dagens klassrum sett ur ett lärarperspektiv, med ett särskilt fokus på de didaktiska utmaningar som dessa, som sagt många gånger outbildade, lärare ställs inför när de undervisar. Hur ser utmaningarna ut, vad kan forskare säga om dessa utmaningar och hur kan lärare arbeta för att hantera dessa dilemman.De dilemma som vi kommer att presentera speglar så vitt skilda praktiker som sjuksköterskeutbildning och gymnasieskolans olika yrkesprogram, men de handlar om didaktiska dilemman som fler (eller alla) lärarkategorier kan relatera till; hur ska lärare möta elever med särskilda behov av stöd; hur ska den digitala revolutionen omfamnas; hur kan man arbeta med svårigheter med betygsättning och bedömning, etc. Syftet med den forskning som lyfts fram är att identifiera didaktiska utmaningar som yrkeslärare stöter på, exemplifiera dem utifrån aktuell forskning och diskutera strategier, lösningar och verktyg som går att omsätta i praktiken. Att sätta vart och ett av de olika dilemmana i ett sammanhang, med exempel från faktiska praktiker med röster från faktiska utövare, blir ett väldigt praktiskt sätt för både yrkeslärare från olika yrkesämnen och lärare och forskare inom högskolor och universitet att relatera till. Då yrkeslärare är en ofta bortglömd yrkeskategori är det viktigt att, inte minst inom det högskolepedagogiska fältet, lyfta de specifika didaktiska dilemman som lärare och forskare som arbetar med yrkesutbildning står inför.Referens: Kontio, J. & Lundmark, S. (2021). Yrkesdidaktiska dilemman. Natur & Kultur, Stockholm.
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| 24. |
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| 25. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Digitala didaktiska dilemman inom högre utbildning
- 2022
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Ingår i: Proceedings of NU2022 – Att synliggöra lärande.
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Konferensbidrag (refereegranskat)abstract
- Denna presentation kommer att fokusera pågående forskning om digitala didaktiska dilemman i Sverige. De didaktiska dilemman som kommer att presenteras är relevanta för lärare och forskare inom högre utbildning. Den forskning som presenteras är hämtad från en kommande bok om digitala didaktiska dilemman som kommer att ges ut i maj 2022 (Lundmark & Kontio, Natur & Kultur). Boken samlar texter som rör didaktiska dilemman och digitalisering författade av några av Sveriges främsta forskare inom olika aspekter av pedagogik, medier och teknik och deras färska forskning kring digitala didaktiska dilemman. Boken behandlar forskning som rör både grundutbildning, gymnasie- och högre utbildning. Forskning kring digitala didaktiska utmaningar inom högre utbildning är i fokus för den här presentationen. Om allt det här stökiga med Corona och den i skrivande stund rådande pandemin har lärt oss pedagoger något, så är det ju hur lite vi egentligen kan om digitalisering när vi alla plötsligt tvingades att skapa digital fjärrundervisning. Alla är experter på Zoom, ingen är expert på Zoom. Därför bedömer vi att det ligger i tiden att skapa ett forum där pedagoger kan läsa om, lära om och diskutera den digitala omställningen/digitaliseringen och de utmaningar för pedagoger som följer med den. De utmaningar som lärare har i och med digitalisering av skolan är många. Kan vi utan vidare föra över vår traditionella undervisning och köra den via skärmen? Vad händer med mötet med våra studenter när undervisningen sker digitalt? Vad ersätter eller tillför de digitala verktygen när vi exempelvis byter ut böcker mot skärmar? I presentationen kommer vi att behandla olika exempel på hur man som lärare kan möta de utmaningar som kommer där en ny värld väntas återskapa kunskap med ny teknik, dels genom att ge inblickar i hur den förändrade utbildningspraktiken ser ut, genom att presentera färsk forskning som tar utgångspunkt i faktisk och aktuell empiri. Dels har vi ambitionen att lärare och kollegor vid högskolor och universitet i Sverige ska kunna känna igen sig i de utmaningar som vi synliggör och i de olika lärarpraktiker som presentationen återspeglar, och att presentationen kan utgöra en grogrund för samtal kring hur vi kan utveckla undervisningspraktiken inom högre utbildning.Referenser:Lundmark, S. & Kontio, J. (2022). Digitala didaktiska dilemman. Stockholm: Natur & Kultur.
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| 26. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Epilog
- 2022
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Ingår i: Digitala didaktiska dilemman. - Stockholm : Natur och kultur. - 9789127460263 ; , s. 444-445
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Bokkapitel (populärvet., debatt m.m.)
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| 27. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Inledning: Digitala didaktiska dilemman
- 2022
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Ingår i: Digitala didaktiska dilemman. - Stockholm : Natur och kultur. - 9789127460263 ; , s. 17-29
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Inledning: Fritidsdidaktiska dilemman
- 2024
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Ingår i: Fritidsdidaktiska dilemman. - Stockholm : Natur och kultur. - 9789127466135 ; , s. 17-31
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Lundmark, Sofia, PhD, et al.
(författare)
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Makerspace i skolan : didaktiska möjligheter och utmaningar
- 2022
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Ingår i: Digitala didaktiska dilemman. - Stockholm : Natur och kultur. - 9789127460263 ; , s. 367-390
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel tar avstamp i makerspace i olika klassrumssituationer. Dessa aktiviteter består av både kreativa digitala praktiker inspirerade av slöjdämnet och tekniska praktiker med fokus på matematik och programmering. Kombinationen av dessa belyser olika dilemman som lyfts i kapitlet. Kapitlet syftar till att utifrån insamlade data beskriva hur ett makerklassrum kan se ut, att peka ut några utmärkande drag som skiljer det från andra klassrum samt att söka förklara vad som försiggår där inne och hur deltagarna agerar. Särskilt intressant är det att titta på dels vilka didaktiska strategier lärare i ett makerklassrum arbetar efter och hur de resonerar kring nyttan av makerspace, dels vilka egenskaper hos eleverna som särskilt uppmuntras och stöttas.
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| 30. |
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| 31. |
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Migration and Inclusion in Work Life – The Role of VET
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book is the seventh volume in the book series Emerging Issues in Research on Vocational Education & Training. The series is published by the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden. VETYL was created in 2011 with twofold aims: contributing to the advance of knowledge in the intricate area of vocational education and training (VET) and strengthening the research basis of the teacher education program for VET that is offered at the Department of Education, Stockholm University. The Swedish term “yrkeskunnande och lärande” in the name of the research group translates as “vocational knowing” and indicates one of the major research concerns of the group.The research book series started primarily as dissemination venue of selected papers, after a peer review process first presented at the international conferences organized yearly since 2012 by our research group VETYL.The conference has had two aims: becoming a forum for sharing state of the art research in the field of VET and serving as a forum for networking and cooperation. The Stockholm International Conference of Research in VET is one of the major academic events organised in Europe as part of the European Network for Vocational Education and Training (VETNET).Even though the primary source for our research book series has for long been the conference's papers, at present the research book series is open to contributions of other scholars in the field regardless of participation in the conference. This is particularly the case in this volume where researchers from different contexts submitted proposals of texts, dealing with different dimensions of the important theme of the role of vocational education and training in inclusion in work life, with specific focus on migrants.The title of this volume Migration and Inclusion in Work Life – The Role of VET is an umbrella for the presentation of research outcomes focusing on a variety of aspects influencing the inclusion in working life and the role that VET plays or could play. The main aim of this volume is to present current research in an area that at the present is getting major attention by policy makers as well as practitioners in Europe and other contexts. Migration and immigrant integration/inclusion has long been a contested issue in national and international politics as well as in research. With migration on the rise globally, integration faces many challenges. Usually, integration is associated with establishment into the labour market. Getting a job or some kind of employment is taken as a strong indicator of successful integration in the new country.VET, along with other measures, is expected to play a key role in the process of integration of immigrants in the economic and7social life of the host country. Successful inclusion becomes beneficial for all involved by reducing disparities, filling local labour market shortages, and improving livelihoods and social cohesion. VET systems and providers in most immigrant-receiving countries are trying to find effective ways to facilitate migrants’ labour market inclusion by means of specially designed training programs.The contributions in this volume show a diversity in theoretical frameworks of reference and methodological grounds, ranging from empirically based texts to policy analysis. Even though some of the texts are case studies or national policy analyses they will surely be of interest to an international audience interested in this theme.This volume continues the tradition of our research book series to depict the diversity and complexity of research in the field of vocational education and training. We hope it will meet the expectations of a variety of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, and policy makers.Finally, we would like to thank the reviewers for valuable criticisms that helped to improve the contributions that are finally presented in this book.
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- Olin-Scheller, Christina, 1958-, et al.
(författare)
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Social Excursions During the In-between Spaces of Lessons : Students’ Smartphone Use in the Upper Secondary School Classroom
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:4, s. 615-632
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
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| 33. |
- Persson, Mikael, phd, 1975-, et al.
(författare)
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Didactic dilemmas in value pedagogics and healthcare ethics in assistant nurse programs in Sweden
- 2024
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Ingår i: IX Stockholm International Conference & Research Workshop on VET May 14-16, 2024. ; , s. 6-6
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within nursing education ethics is both a content knowledge and a didactical approach. Furthermore, the students recruited to programs to become assistant nurses in Sweden, in particular within adult education (KOMVUX) are newcomers and have lived a considerable amount of years in another country. In addition to differences regarding lived ethics originating from class and gender for example, cultural differences could presumably result in an educational context in which education regarding healthcare ethics could be dilemmatic. In order to identify what kind of conflicts that could occur within education on healthcare ethics within programs to become assistant nurses in Sweden we are analysing a specific task given to forthcoming teachers which demands for the students to “Describe how strategies aimed at countering discrimination, promoting gender equality, and fostering a democratic approach have been used in education.” The dilemmas that the students are expressing in these assignments will be presented at the conference.
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| 34. |
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| 35. |
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Yrkesdidaktiska dilemman
- 2021
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Antologin Yrkesdidaktiska dilemman samlar aktuell forskning kring didaktiska utmaningar i yrkesutbildningar. Här identifieras och exemplifieras didaktiska dilemman som yrkeslärare stöter på och forskningen som presenteras utgår uteslutande från dagens klassrum sett ur ett lärarperspektiv. Författarna diskuterar strategier, lösningar och verktyg som går att omsätta i praktiken. De dilemman som presenteras speglar vitt skilda praktiker från yrkesutbildningar, men frågorna som uppstår finns inom all utbildning, som exempelvis: Hur ska lärare möta elever och studenter med särskilda behov? Hur ska den digitala revolutionen omfamnas? Hur kan lärare arbeta med svårigheter som rör bedömning och betygssättning? Yrkesdidaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och rekommenderas till alla pedagoger och didaktiker.
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