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- Berglund, Ingrid, 1954-
(författare)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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- Berthén, Diana, 1956-, et al.
(författare)
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In-service training as cognitive apprenticeship
- 2007
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Ingår i: Sociocultural perspectives on teacher education and development: New directions for research – SOCIOTED, 7-8 April 2008 in Oxford University, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this paper is to present and discuss a project for in-service training of some teachers employed within advanced vocational education (AVE), part of higher education in Finland. The political visions of an increased proportion of people with higher education, not only in Finland but in the Western world as a whole, have contributed to teachers encountering with new groups of students with non-academic backgrounds. These students have been accepted for studies but an increasing proportion fail in examinations. Especially language teachers at this specific AVE, a small polytechnic institution, were concerned about how the situation had developed. According to their understanding, an increasing amount of the students had dyslexia. Therefore the had attended courses and lectures, which however did not provide them with the tools they needed. An expert was enrolled, in order to work with the students. Instead of working with remedial programmes, her work focused on students; reading and writing strategies, which became a success. As a result, the school wanted her to work with an increasing number of students. Instead an in-service training project that would provide the teachers with the competence of the expert was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984), literacy practices (Street, 1984; Gee, 1996; Lea & Street, 1998) and cognitive apprenticeship (Rogoff, 1984, 1990). As a whole, the project consisted of two parts: firstly, the experts work with the students, and secondly, the in-service training for teachers. Here, the main focus is on in-service training for the teachers but as the content of this in-service training is students' reading and writing strategies, it is necessary to describe part of the project directed towards the students as well. The aim of the work directed to students at risk was on the one hand related to trying out and developing appropriate tools for identifying students at risk, and to explore their current reading and writing strategies and making the students aware of and other, more relevant strategies as well as helping them to change their current strategies on the other. The expert's findings about students' current strategies contribute to the picture of the characteristics of readers and writers inadequate strategies for reading and writing. Her work also included identifying what kind of reading and writing was expected from the students within each of the eight programmes included in the project. In all, 112 students were tested, 57 of these were offered the programme, 41 students accepted joining the programme and 29 finished it. The aim of the in-service training was to make it possible for the teachers to appropriate the competencies of the expert. Therefore the in-service project was designed on ideas of cognitive apprenticeship and distributed expertise. In other words, the expertise was to be distributed to the teachers attending the in-service programme. The programme started with only two teachers; a year later they were expected to take over some of the work and new teachers were accepted for the programme as newcomers, and after one more year further teachers were invited. As a complement to apprenticeship, seminars related to specific texts were offered. In manual work, apprenticeship is organised in relation to a production that involves material, tools, and techniques - in a way this work is transparent. When it comes to cognitive work, the material, tools and techniques are opaque rather than transparent, therefore the design of cognitive apprenticeship must involve possibilities for making the competence underlying planning, decision-making and reflection more transparent. The text seminars mentioned were one means offered in order to make the expert's competencies visible. In the paper these ideas are further developed. The results of the project are discussed on two levels. Firstly in relation to teachers' knowledge formation - that is their struggle with their strong contemporary conception of these students' as suffering from dyslexia on the one hand and with their emerging insights of the relational and contextual aspects of what it means to become literate within a specific AVE-programme. Secondly, the results are related to organisational conditions for these teachers to use the competence they have appropriated. Finally, we discuss the relation between the practice-concept in New Literacy Studies and that used in studies based on socio-cultural and activity theoretical studies.
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| 6. |
- Lindberg, Viveca, 1954-
(författare)
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Bedömning i förändring
- 2005. - 1. uppl.
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Ingår i: Pedagogisk bedömning. - Stockholm : HLS Förlag. - 9176565947 - 9789176565940 ; , s. 39-56
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Lindberg, Viveca, 1954-
(författare)
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Contexts for craft and design within Swedish vocational education : implications for the content.
- 2006
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Ingår i: Tidskrift för lärarutbildning och forskning. - 1404-7659. ; :2/3, s. 83-104
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The context for this paper the research project”Communication and learning in sloyd practices”,funded by the Swedish Research Council.Within the project, we explore sloyd practicesfrom comprehensive school to higher education.In upper secondary education, which is the focusof this paper, the sloyd-related content can befound in various programmes. This paper is relatedto one of the subprojects, ”Sloyd in a changingworld”, with a general issue concerning whatkind of sloyd- and craft-related competence isin demand in society today. Here, the focus ison variations and similarities in content in twovocational programmes related to craft anddesign within Swedish upper secondary educationand the implications of these with regardsto competence. The data produced are based ongroup interviews, designed as three sequentialsessions for collective remembering (Middleton& Edwards, 1990). Activity theoretical aspectsinform the analysis of data. The schools represent different programmes but they all includetextile craft in the main vocational subject. Theidentified similarities and differences in what theteachers want their students to learn is discussedin relation to historically developed traditionsand how these shape the actions that frame thecontent, in order to achieve the sloyd- and craftrelatedcompetencies important for professionalor personal development.
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| 9. |
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| 10. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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In-service training as cognitive apprenticeship
- 2008
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Ingår i: Lifelong Learning in Europe. - 1239-6826. ; XIII:4, s. 266-272
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Tidskriftsartikel (refereegranskat)abstract
- The issue of this article is to present and discuss a project for in-service training of teachers employed by a school for vocational higher education (VHE). The basis for the project was an emerging need among teachers. Political visions of an increased proportion of people with higher education have contributed to teachers encountering new groups of students who have been accepted for studies but fail in examinations. Teachers at this specific VHE were concerned about how the situation had developed. As their initial understanding was that an increasing amount of the students had dyslexia, they attended in-service training on this. However, the information did not help them in their everyday work. An expert was enrolled, in order to work with the students. Her work, focusing students’ reading and writing actions, became a success. Therefore, the school wanted her to work with increasingly more students. Instead an in-service training project, aiming at the teachers appropriating the competence of the expert, was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984) and cognitive apprenticeship (Rogoff, 1990). The results of the project are discussed on two levels: competence as an individual vs. a collective/organisational matter.
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