| 1. |
- Arvidsson, Minna, 1981-, et al.
(author)
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Spegeln som resurs i hår- och makeupstylistklassrummet : Yrkesämnesundervisning på hantverksprogrammet
- 2024
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In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 14:2, s. 30-54
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Journal article (peer-reviewed)abstract
- This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
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| 2. |
- Ahn, Song-ee, 1972-, et al.
(author)
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Simulation-based training in VET through the lens of a sociomaterial perspective
- 2020
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:1, s. 1-17
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Journal article (peer-reviewed)abstract
- This article aims to review the pedagogical research on simulation training in voca-tional education and training (VET) and to discuss the emerging teaching practice from a socio-material perspective on learning and practice. Literature reviews on research into simulation training with pedagogical interests show that there are three main themes: 1) the effect of technology-enhanced simulation training, 2) the fidelity and authenticity of simulation and learning, and 3) pedagogical consideration and under-pinnings. The article draws on a sociomaterial perspective on learning and practice to problematise and discuss the findings of previous research. This theoretical perspec-tive makes it possible to discuss how technology, educational practice and social rela-tions are intertwined and precondition each other.Through the lens of sociomaterial theory, the article discusses how the introduction of the new technologies brings about changes and expectations of what can be learned, how the teaching practices are enacted and how this affects the relationship between teachers and students.
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| 3. |
- Alvunger, Daniel, 1976-, et al.
(author)
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Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis
- 2018
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:3, s. 36-56
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Journal article (peer-reviewed)abstract
- This article explores how vocational teacher education (VTE) students experience professional learning through the use of video analysis, their reflection among peers and their meaning-making of the ‘didactic ability’ concept during the beginning of their education. The empirical data consists of an online survey and semi-structured interviews with five vocational teacher education students. Bernstein’s concept of ‘pedagogic discourse’ and a conceptual framework of recontextualisation in vocational education and training developed by Evans, Guile and Harris guide the research. The findings strongly support observations from previous research that emphasise that the use of video promotes and supports teacher students’ professional growth. The VTE students develop a new understanding of how to organise content and to analytically handle the relationship between theoretical aspects and professional action. The emerging meanings of didactic ability are a new discursive understanding of work-knowledge and the teaching content, as well as a strategic structuring of the content for sense-making, transcending the theory and practice divide through visual artefacts and practical tasks and the ability to use different teaching strategies. Language, actions, content and meanings in terms of workplace codes tend to ‘move’ and to be recontextualised from the school’s pedagogic discourse.
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| 4. |
- Alvunger, Daniel, et al.
(author)
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Introducing a critical dialogical model for vocational teacher education
- 2016
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In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:1, s. 53-75
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Journal article (peer-reviewed)abstract
- The purpose with this article is to conceptualise and present what is referred to as acritical dialogical model for vocational teacher education that takes into account the interactionbetween theory/research and practice/experiential knowledge. The theoreticalframework for the model is based on critical hermeneutics and the methodology ofdialogue seminars with the aim to promote the development of a ‘critical self’ amongthe vocational teacher students. The model enacts an interface between theory andpractice where a number of processes are identified: a reflective-analogical process, acritical-analytical process and an interactive critical self-building process. In order toinclude a theoretical argument concerning the issue of content, the concept of ‘learningcapital’ and its four sub-categories in terms of curricular capital, instructional capital,moral capital and venture capital is used. We point at content-related aspects of studentlearning and how a critical self has the potential to promote various kinds of ‘capital’and capacity building that may be of importance in the future work-life of the vocationalteacher student.
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| 5. |
- Alvunger, Daniel
(author)
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Vocational teachers taking the lead : VET teachers and the career services for teachers reform in Sweden
- 2016
-
In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 6:1, s. 32-52
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Journal article (peer-reviewed)abstract
- In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachersas a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where ‘distributed leadership’is used as a lens forunderstanding the characteristic features of leadership practices. The re-sults show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a ‘top-down’ perspective to change ‘from below’. They become ‘brokers’and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise differ-ent practices and foster a new awareness –concerning e.g. assessment and the relation-ship between school and work-place –that seem to influence collegial discourse.
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| 6. |
- Andersén, Annelie, 1977-, et al.
(author)
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Yrkesämnesdidaktik på universitet : Mål, innehåll, arbetssätt och examination
- 2018
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:3, s. 98-123
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Journal article (peer-reviewed)abstract
- The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.
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| 7. |
- Andersson, Ingela, 1963-, et al.
(author)
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
- 2022
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In: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
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Journal article (peer-reviewed)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
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| 8. |
- Andersson, Ingela, 1963, et al.
(author)
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning
- 2022
-
In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 1-24
-
Journal article (peer-reviewed)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasize the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
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| 9. |
- Andersson, Per, Professor, 1964-, et al.
(author)
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Editorial : Spring 2018
- 2018
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:1, s. iii-v
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Journal article (other academic/artistic)abstract
- Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ￜ six peer-reviewed research articles and one magazine article ￜ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsￜ as well as teachersￜ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.
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| 10. |
- Andersson, Per, Professor, 1964-, et al.
(author)
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Editorial : New insights into VET
- 2020
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In: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 10:2, s. 3-6
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Journal article (other academic/artistic)
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