| 1. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 2. |
- Gåfvels, Camilla, 1977-, et al.
(författare)
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Sy ihop : Kommunikativa resurser i olika (slöjd)bedömningshandlingar
- 2024
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Ingår i: Techne series. - 1238-9501 .- 1893-1774. ; 31:1, s. 82-100
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Tidskriftsartikel (refereegranskat)abstract
- This article explores assessment actions –as an aspect of classroom communication –and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guidefor pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided –gentle but ample –authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.
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| 3. |
- Gåfvels, Camilla, 1977-, et al.
(författare)
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Sy ihop
- 2024
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Ingår i: Techne series. - : Nordiskt Forum för Forskning och Utvecklingsarbete inom Utbildning i Slöjd (NordFo). - 1238-9501 .- 1893-1774. ; 31:1, s. 82-100
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Tidskriftsartikel (refereegranskat)abstract
- This article explores assessment actions – as an aspect of classroom communication – and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guide for pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided – gentle but ample – authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.Key words: assessment actions, formative assessment, sloyd teaching, authoritative guiding, sociomateriality, communicative resources
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| 4. |
- Jagell, Elisabet
(författare)
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Estetiska uttryck som pedagogiska aktörer i slöjdundervisning
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the licentiate project is to investigate how teaching in sloyd can provide space for aesthetic expression as a communicative and didactic resource. Sloyd (slöjd in Swedish) is a craft subject included in the compulsory education system in Nordic countries. The multimodal communication of sloyd has been examined in previous research from different perspectives: how materials, tools and spaces interact and contribute to learning in teaching. This licentiate project focuses on the importance of aesthetic expressions in sloyd teaching and examines 1) how aesthetic expressions communicate in co-creation with the work in sloyd, and 2) what is needed for aesthetic expressions to be used as a resource in sloyd teaching. In the licentiate project, aesthetic expression is seen as an actor in the work in sloyd and this is made visible through concepts from posthumanist theories in Embodied Learning, New Materialism and Posthumanist Pedagogy. Theoretical starting points are also taken from craft science, as well as from philosophical theories of craftsmanship that touch on the field of Posthumanism.The first study of the licentiate thesis draws empirical data from a filmed digital guided tour of a sloyd exhibition and is presented in Jagell (2022). A clip where a guide presents a turned bowl is used and analysed with multimodal interaction analysis. The analysis reveals five clues as to how aesthetic expressions can communicate and be communicated. Clues that have a potential to guide the design of teaching where aesthetic expression is used as a resource. The project's second study is a study with film material from teaching in a sloyd workshop repeated with three groups of 8–9-year-old students. The design of the research lesson is based on the results of the first study and frame grabs transformed to line drawings are used in multimodal interaction analysis. The results show that students use collaborative imagination, imaginary spaces and shared experiences in idea development. The study is presented in Jagell and Homlong (2024). In the licentiate essay (kappa) visual methods are used to make visible the synthesis between the project's studies and what that synthesis contributes to. This is done through pairwise image dialogues where selected images from the studies meet, as well as through an animation. Through this re-analysis of images from the licentiate project's two studies, examples of how the work in sloyd communicate with aesthetic expressions in co-creation are made clear. The animation also visualises the agency of materials from the students' perspective and shows how movement and touch can be linked to choices related to aesthetic expression. The conclusion of the licentiate project is that aesthetic expression can be seen as an actor in the work in sloyd. Based on the theoretical foundation, proposals are made for professional language for the development of sloyd teaching where aesthetic expression is used as a resource. These suggestions, called didactic keys, have the potential to be used in further research, in discussions within sloyd teacher training programmes, and in collegial discussions between sloyd teachers in sloyd teacher teams.
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| 5. |
- Karlsson Häikiö, Tarja, et al.
(författare)
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Experiences from creating opportunities for producing senior lecturers in Sloyd and Visual Art Education
- 2024
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Ingår i: NERA 2024. - Malmö.
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Konferensbidrag (refereegranskat)abstract
- The Swedish Research Council (Vetenskapsrådet, VR), has funded the National Graduate School in Visual Arts and Sloyd Education, FoBoS) (Sw. Nationella forskarskolan i bildpedagogik och slöjdpedagogik). This graduate school is a collaboration between Gothenburg University, Stockholm University and Konstfack University of Arts, Crafts and Design. The work with the Graduate school began in 2019 and the first PhD students for Degree of Licentiate started in January 2020. FoBoS have contributed to practice-based research and quality in higher education in the subjects Visual Art and Sloyd Education and in this way contributed to establishing the subjects on postgraduate level by producing new researchers.There is an urgent need to do more research in Sloyd and Visual Arts Education in Sweden. The current situation in these minor school subjects is limited. Lack of research programs as well as doctoral positions means that these studies seldom can build an autonomous research environment with advisors which can support the subject’s specific inquiries, theories and methods. There is also a lack of educators in Swedish universities in subject didactics in general (The Research Council, 2023).FoBoS has been part of the strategic investment in graduate schools that has been important for “the supply of skills and to further strengthen the field of educational science as well as the scientific basis of teacher education and the school” (The Research Council, 2023 p. 6). Secure resources for career paths for new researchers and building excellent research environments as a result of the national research schools, subject didactic research, research on learning processes, on professions and professional training. Collaborative doctoral students are important as there is still a "weak connection between research on teaching and the teachers' everyday school life, as well as insufficient conditions to use knowledge from research and proven experience in the activities" (The Research Council, 2023 p. 14).In this Roundtable discussion we in the steering group of FoBoS share our experiences of our work with the graduate school, in particular challenges in supporting the development of research in this area. Some of these challenges relate to structural conditions and how support for research and graduate schools is organized. Other challenges are how to create possibilities for continued trajectories from licentiate studies to doctoral studies, as well as onwards towards post-doctoral positions. What does the future look like for postgraduate education in the subjects and in higher education? What are the conditions for producing more researchers, career opportunities and postdocs? Despite an increased number of PhD:s in educational science, there is a great shortage of researchers for teacher training, even in the aesthetic subjects "to meet the societal challenges that characterize schools and higher education today" (The Research Council, 2023 p. 6). We in the steering group for FoBoS are interested in discussing how to create new opportunities for more research and researchers in Sloyd and Visual Arts. We invite you in our Roundtable discussion.ReferencesThe Research Council [Vetenskapsrådet] (2023). Forskningsöversikt 2023. Utbildningsvetenskap. Stockholm.
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| 6. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Ledtrådar till innehållet i finlandssvenska folkhögskolors kurser i huslig ekonomi vid från slutet av 1800-talet till ca 1950
- 2024
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Ingår i: Ainedidaktisessa symposiumissa 2024. - Helsingfors : Helsingfors universitet.
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Konferensbidrag (refereegranskat)abstract
- Syftet för detta bidrag är att undersöka innehållet i finlandssvenska folkhögskolors kurser i huslig ekonomi/hushållslära från slutet av 1800-talet, då de första folkhögskolorna växte fram i Finland, till ca 1950. Utöver detta har vi också ett komparativt syfte: att jämföra resultaten med motsvarande resultat i Sverige. En utgångspunkt utgörs av studier av svenska folkhögskolors yrkesutbildningar under denna tidsperiod, bl.a. husliga kurser (Lundh Nilsson, 2008, 2010 & 2022). Även om de svenska folkhögskolorna, i likhet med dem i övriga nordiska länder, främst fokuserade folkbildning, menar Lundh Nilsson att de husliga bör förstås i relation till både det förindustriella svenska samhällets och 1860-talets politiska reformer. Sammantaget kunde folkhögskolorna inte bortse från att även yrkesinriktade kurser behövdes. Flera folkhögskolor i Sverige startade husliga kurser för kvinnor, en stor del av eleverna kom från bondefamiljer som genom reformer blivit självägande. Enligt Lundh Nilsson hade denna grupp av bönder ett intresse av att deras döttrar fick viss allmänbildning men också lärde sig det som behövdes på en bondgård. Av det innehåll Lundh Nilsson beskriver framgår att allmänbildande ämnen som svenska, geografi, historia och räkning dominerar förmiddagarna medan främst handarbete förekom under eftermiddagarna – men också huslig ekonomi, hygien och bokföring. De veckotimmar som tilldelades de husliga ämnena var dock få (3h/vecka, 5h inkl. hygien av 44h). Då även handarbete inkluderas stiger de till 16h/vecka. Vi har tolkat Lundh Nilssons resultat angående innehållet i folkhögskolans husliga utbildningar som en indikation på det Katri Laines (1931) skriver om så kallade ’falska hushållsskolor’ (fi: vale-emäntakoulut). Hon menar att det fanns folkhögskolor som erbjöd ett innehåll som inte motsvarade kursernas benämningar. Huslig ekonomi/hushållslära användes som marknadsföring men svarade inte varken mot det innehåll eller den omfattning som en utbildning vid hushållsskolor erbjöd.Under slutet av 1800-talet och tidigt 1900-tal grundades totalt 14 finlandssvenska folkhögskolor och en på Åland, 13 av dem erbjöd hushållskurser (Wichman et al., 1909–1922). Data består av historiker/minnesböcker från två av folkhögskolorna, Västankvarn och Ålands folkhögskola. Kvalitativ innehållsanalys används för informationen om kurserna, deras innehåll & hur de motiverats och jämförs med svenska resultat.
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| 7. |
- Paul, Enni, Fil. dr., et al.
(författare)
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Concealed or accessible vocational knowing? : Vocational tasks during workplace-based learning in Swedish upper secondary school floristry education
- 2024
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Ingår i: IX Stockholm International Conference & Research Workshop on VET May 14-16, 2024. ; , s. 74-75
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Konferensbidrag (refereegranskat)abstract
- The focus of this presentation is on vocational tasks students of floristry in Swedish upper secondary school get access to during workplace-based learning (WPL), and if and how these tasks align with school tasks. The presentation draws on the notion that tasks are driving learning activities (Lindberg, 2003). The data material consists of interviews with students, supervisors and vocational teachers, as well as photographs and texts used at the workplaces and in school. The presentation builds on an ongoing research project on integration in vocational education conducted within the frame of Stockholm Teaching & 74 Learning Studies, a platform for collaboration between researchers and teachers. The results indicate that while customer service becomes visible as an important aspect of vocational knowing in floristry during WPL, economic aspects of vocational knowing remain hidden for the students. Thus, the results point to an area of development within floristry education.
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| 8. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Domestic education and technology – historical development of women´s (T)VET
- 2023
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Ingår i: Virtual abstracts JVET Conference 2023.
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Konferensbidrag (refereegranskat)abstract
- The history of VET in the Nordic countries tends to either focus on education for male students only, or on the professional higher education for women such as nurses. Even in the 21st century, the 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). The aim for this paper is to complement the existing picture of VET as a purely male form for education, related to agriculture, industry/technology, craft and trading. A further aim is to describe VET for women that was closely related to a labor market for women that developed in the early 20th century. The concept of TVET suggests an even closer association to male vocational education as T stands for technical. In parallel to VET for male student, women’s VET developed in the fields household, caring, textile work and trading. In these areas technical development was a central but not an obvious part of women´s vocational education. For instance, new technical inventions like kitchen equipment for commercial kitchen and food industry, as well as for private households required transformation of knowledge. Historically, women’s work in these areas contributed significantly to the production and economic development in the society, but also to women's access to participation in the public. However, while the history of VET and TVET for male students has received extensive attention in research within various disciplines, VET for female students is scarcely researched and the technical aspects even more so. In this paper we explore the Swedish umbrella concept domestic education as a point of departure for a discussion of the multiple vocations that this concept represented and thereby also hid. We focus on how the different vocational educations within this area contributed to qualifying women for a labor market in transition: through expansion, differentiation and specialization, intertwined with technical development. This is in line with how cultural historical activity theory emphasizes that changes in tools and rules contribute to changing societal activities over time. This development shows how female competence contributed to societal development during the 20th century. We also argue that education for women in the 1970s was a consequence of changed relations between individuals, families and society that can be identified through analyzing the VET for women in the early 20th century.
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| 9. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 10. |
- Hugo, Helene
(författare)
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Historiska resonemang på mellanstadiet : En designbaserad studie för att utveckla undervisningen
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Den här studien tar sin utgångspunkt i en av de förändringar som införandet av läroplanen 2011 innebar, nämligen att mellanstadieelever ska ges möjlighet att utveckla sin förmåga att föra historiska resonemang. Syftet är att bidra med kunskap om relationen mellan lärares planering för och mellanstadieelevers utveckling av historiskt resonerande och ämneslitteracitet. Genom deltagande observation följdes två lärare när de planerade arbetsområdet medeltiden och när lektionerna genomfördes i en klassi årskurs 5. Det empiriska materialet består av ljudupptagningar och fältanteckningar från planeringstillfällen, helklasslektioner, grupparbeten och elevtexter. Epistemologiskt utgår studien från antagandet att kunskap är socialt situerad, vilket är gemensamt för de teorier som används. Det historiska resonerandet sker i ett socialt sammanhang och ställer krav både på förmågan till historiskt tänkande och på förmågan att uttrycka sig i historia. I studien kombineras därför historiedidaktiska teorier om historiskt tänkande och resonerande med historiespecifik litteracitet.Resultatet visar att eleverna kan föra enkla former av historiska resonemang. Uppgifterna och den stöttning eleverna erbjuds i undervisningen är de redskap med vars hjälp de ges möjligheter att utveckla denna förmåga och att utveckla historiespecifik litteracitet. Uppgifterna i studien domineras av att vara öppna och manar eleverna till att vara aktiva och att samarbeta, men de organiserande begreppen och resonemangsformerna är ofta implicita. Den planerade stöttningen karaktäriseras av att gå från gemensamt arbete med uppgifter i helklass, till i smågrupper och avslutningsvis att genomföra dem individuellt. Eleverna ges med andra ord rika tillfällen till interaktion vilket är ett viktigt stöd i att utveckla det historiska resonerandet, däremot skulle de organiserande begreppen och det historiespecifika skrivandet kunna explicitgöras i större utsträckning.Det nära samarbetet i studien mellan lärarna och forskaren gör att studien kan vara en del i att fylla gapet mellan teori och praktik och mellanrummet mellan akademi och skola. Studien bidrar dessutom till den vetenskapliga grunden för mellanstadiets historieundervisning.
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