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1.
  • Andersson, Ingela, 1963-, et al. (författare)
  • 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
  • Ingår i: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
  • Tidskriftsartikel (refereegranskat)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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2.
  • Andersson, Ingela, 1963, et al. (författare)
  • 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
  • Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 1-24
  • Tidskriftsartikel (refereegranskat)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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3.
  • Att utveckla forskningsbaserad undervisning : analyser, utmaningar och exempel
  • 2019
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.
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4.
  • B. Boistrup, Lisa, et al. (författare)
  • Challenging theory versus practice : Connections between mathematics and vocational education
  • 2019
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.
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5.
  • Backman-Bister, Anna, 1976-, et al. (författare)
  • Musikundervisning i grundsärskolan : en pilotstudie för att kartlägga behovet av praxisutvecklande forskning
  • 2020
  • Ingår i: Book of abstracts. ; , s. 77-78
  • Konferensbidrag (refereegranskat)abstract
    • I vårt bidrag presenterar vi ett pilotprojekt som vi genomfört med tre musiklärare i grundsärskolan inför en forskningsansökan. Projektet syftade till att undersöka förutsättningarna för ett praktikutveckande forskningsprojekt och vägleda inriktning och design av projektet. Innan pilotprojektet inleddes genomförde vi en kartläggning av tidigare forskning. Litteratursökningen gjordes dels via en internationell forskningsdatabas, dels via manuella sökningar i ett urval vetenskapliga tidskrifter inom det musikpedagogiska och det specialpedagogiska forskningsfältet. Av totalt 118 artiklar som inkluderades i ett första steg fann vi att musikämnet och musikundervisningen har hamnat i bakgrunden i tidigare forskning om musik och elever med intellektuell funktionsnedsättning. En första kategorisering av studierna visar att de har följande fokus: 1. Musik som stöd för något annat och 2. Musikterapi i syfte att utveckla kommunikativt beteende. För kategori 1 identifierade vi vidare fyra underkategorier. Ingen av artiklarna hade ett ämnesdidaktiskt fokus. De som undervisar i musik i grundsärskolan är ofta antingen musiklärare utan utbildning för grundsärskolan eller speciallärare/specialpedagoger utan utbildning i musik. Dessutom förekommer det lärare som varken är utbildade för särskolan eller för musik. Under läsåret 2019/20 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik till 9,3% (https://siris.skolverket.se). Av internationell forskning framgår att lärarnas kompetens för musikundervisning för elever med IF är snarlik (Darrow 2017). Det saknas en nationell utvärdering av musikämnet i grundsärskolan – en demokratibrist jämfört med grundskolan. Att få uttrycka sig på flera olika sätt, även med olika estetiska uttrycksformer, kan idag ses som en demokratisk rättighet, Ferm Almqvist (2016) och Saether (2008) betonar behovet av en inkluderande musikundervisning där eleverna möter musikvärlden och kan erövra ett kulturellt medborgarskap (jfr FNs konventioner om barns rättigheter och konvention om rättigheter för personer med funktionsnedsättning). Carlson (2013) använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik. Pilotstudie: Med ovan nämnda utgångspunkter kontaktades några musiklärare i grundsärskolan om medverkan i en pilotstudie inför en projektansökan. Tre musiklärare i olika delar av Sverige tackade ja. Pilotstudien planerades bestå av två delar: observation av 1-2 lektioner med efterföljande intervju. Under vt 2020 genomfördes en observation och intervju IRL medan två intervjuer genomfördes via Zoom. Resultat från pilotstudien och kartläggningen är följande: 1. Gemensamma förutsättningar för musikundervisningen var att lärarna saknade ett kollegialt sammanhang där de specifikt kunde diskutera grundsärskolans musikundervisning. 2. organisationen av undervisningen, liksom 3. lokalerna där musikundervisningen genomfördes, utgick från grundskolans snarare än grundsärskolans elever. Vi frågade även om lärarnas innehållsliga fokus utifrån de fyra teman som anges i det centrala innehållet i kursplanen, Lsär11 (Skolverket 2018). 4. Gemensamt för lärarna var att temat musicerande återkom som huvudfokus i samtliga intervjuer medan temat ämnesspecifika begrepp gavs en underordnad plats. Vår slutsats är att projektet bör inledas med en kartläggning av lärarnas nuvarande musikundervisningspraktiker som ingång till en Change Laboratory, modell för formativ studie (Virkkunen & Newnham 2013). Data analyseras tillsammans med lärarna för att ligga till underlag för design av iterativt prövande utifrån det lärarna ser som viktigt att förändra för att åstadkomma en musikundervisning som ger förutsättningar för kulturellt medborgarskap och musical becoming. 
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6.
  • Backman Bister, Anna, 1976-, et al. (författare)
  • Uppfattningar om musikundervisningen i grundsärskolan.
  • 2022
  • Ingår i: Lärarnas forskningskonferens 2022. ; , s. 41-42
  • Konferensbidrag (refereegranskat)abstract
    • Uppfattningar om musikundervisningen i grundsärskolanAnna Backman Bister, Kungliga musikhögskolan, Diana Berthén, Stockholms universitet och Viveca Lindberg, Stockholms universitetBakgrund, syfte och frågeställningar: I vårt bidrag presenterar vi en intervjustudie med sex musiklärare i grundsärskolan. Syftet är att undersöka hur lärarna beskriver sin undervisning för denna elevgrupp.Vikten av undervisning där elever med intellektuell funktionsnedsättning (IF) får möta estetiska uttrycksmedel och ges möjlighet att erövra ett kulturellt medborgarskap betonas av flera forskare (jfr Ferm Almqvist, 2016; Sæther, 2008). FN:s barnkonvention om barnets rättigheter, samt FN:s konvention om rättigheter för personer med funktionsnedsättning, betonar att personer med IF har rätt att ta plats som fullvärdiga medlemmar av samhället, inte bara för sin egen skull utan också för att berika samhället. Denna rättighet speglas också i skollagen.Det finns ett fåtal internationella studier med fokus på musikundervisning för elever med intellektuella funktionsnedsättningar (IF). Dessa har antingen undersökt undervisning i integrerade klasser, där elever med IF undervisas tillsammans med elever utan IF, eller så är studierna gjorda i relation till musikterapi. Flera av dem är fallstudier baserade på enskilda barn eller ungdomar. Nationellt saknas såväl studier som utvärderingar av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation). Resultatet av vår forskningsöversikt av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation) visar närmast att musiklärarna försöker hantera en situation de oftast saknar kunskaper om och erfarenheter av (Berthén, Backman Bister, Lindberg, accepterad för publikation).Forskningsfrågan för vårt bidrag är vilka uppfattningar musiklärare i Sverige har av musikundervisningen för elever med intellektuell funktionsnedsättning och förutsättningarna för denna undervisning i grundsärskolan? Vi har inspirerats av Carlson (2013), som använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik.Urval och metod: En inbjudan till ett flertal musiklärare skickades ut via den ena forskarens nätverk. Urvalskriterierna var att lärarna skulle ha lärarbehörighet och att de skulle vara aktivt verksamma som musiklärare i grundsärskolan. När det gäller lärarsituationen i grundsärskolan saknas ofta den dubbla kompetens som krävs, dvs musiklärarutbildning och speciallärarutbildning för elever med intellektuell funktionsnedsättning (IF). Under läsåret 2020/21 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik i grundsärskolan till 6,3 % (https://siris.skolverket.se).Semistrukturerade tematiska intervjuer genomfördes utifrån tre teman. Varje intervju inleddes med frågor som riktades mot lärarens upplevda didaktiska utveckling och faktorer som påverkat denna (jfr life-storytraditionen, Dunpath & Samuel 2009), därefter följde frågor41gällande de förutsättningar respektive skola erbjöd för musikundervisning i grundsärskola. Avslutningsvis ställde vi frågor om lärarnas musikundervisning baserat på kursplanen i musik för grundsärskolan. Medan den första intervjun genomfördes på en av de deltagande lärarnas skola, kom övriga intervjuer att genomföras på Zoom på grund av pandemin. Samtliga lärare informerades om syftet med studien och gav sitt medgivande till att intervjuerna spelades in. Ljudinspelningarna transkriberades och utgör vårt datamaterial. Intervjuerna analyseras fenomenografiskt (se Marton, 1994) för att urskilja återkommande skillnader i mönster av uppfattningar i intervjuerna.Resultatet förväntas bidra med utgångspunkter för en kommande interventionsstudie i grundsärskolans musikundervisning.ReferenserDunpath, R. & Samuel, M. (2009). Life History Research. Epistemology, Methodology and Representation. Sense Publishers.Carlson, L. (2013). Musical becoming: Intellectual disability and the transformative power of music. I: M. Wappett & K. Arndt (eds.) Foundations of Disability Studies (83-103). Palgrave Macmillan.Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. European Journal of Philosophy in Arts Education, 1(1), 68-95.Marton, F. (1994). Phenomenography. I T. Husén & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education. 2. ed, Vol 8, 4424–4429. Pergamon.Saether, E. (2008). When minorities are the majority: voices from a teacher/researcher project in a multicultural school in Sweden. Research Studies in Music Education, 30(1), 25–42.
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7.
  • Berglund, Ingrid, 1954-, et al. (författare)
  • Assessment of vocational knowing : experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
  • 2012
  • Ingår i: Bulletin of Institute of Vocational and Technical Education. - 1348-4893. ; :9, s. 24-34
  • Tidskriftsartikel (refereegranskat)abstract
    • In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
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8.
  • Berglund, Ingrid, 1954- (författare)
  • Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
  • 2009
  • 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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9.
  • Berglund, Ingrid, 1954-, et al. (författare)
  • Challenges for Swedish VET-teachers in upper secondary apprenticeship.
  • 2012
  • Konferensbidrag (refereegranskat)abstract
    • After several decades with little or no interest in apprenticeship as an alternative to upper secondary vocational education (Lundahl 1998), the first attempts to re-introduce apprenticeship were made during the 1990’s. Characteristic for these was that they were embedded in school-based VET, offering an extended period of work-based learning for potential drop-outs or as individualized programmes. The political motive relates to studies showing that youth with incomplete upper secondary education were significantly more often unemployed than was the case for those who had completed a programme (Olofsson 2008). However, an informal apprenticeship has existed for several decades, especially in vocational areas related to construction and electricity. In these cases, apprenticeship is regarded as a necessary complement to the 3-year school-based VET-programmes. The respective training boards have established these requirements. In order to become what is labelled as “fully qualified” (in terms of fully paid), apprenticeship adds another three years to upper secondary education (Berglund 2009).Apprenticeship in connection to and as an alternative track for upper secondary vocational programmes was implemented in Sweden as a 3-year probation in 2008. The schools are responsible for the designing and organisation of upper secondary apprenticeship but there are two central conditions: firstly that minimum half of the programme must be realized in a workplace, and secondly that the same objectives apply for the programmes, are they given in the form of school based VET or as apprenticeship. This paper is based on a study of pedagogical aspects of apprenticeship during the second and third year of the probation (Berglund & Lindberg 2012). Here we focus on VET-teachers’ work within the apprenticeship form of upper secondary vocational education. The main issue of our paper is to illuminate the consequences and challenges for VET-teachers’ work within upper secondary apprenticeship.
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10.
  • Berglund, Ingrid, 1954-, et al. (författare)
  • Försöksverksamhet med gymnasial lärlingsutbildning: utmaningar för yrkeslärarna
  • 2011
  • Konferensbidrag (refereegranskat)abstract
    • Försöksverksamheten med en gymnasial lärlingsutbildning startade i Sverige 2008. Gymnasieskolorna ansvarar för lärlingsutbildningens utformning men hälften av utbildningen skall genomföras i arbetslivet. Lärlingsutbildningarna har samma uppdrag (mål) som de nationella programmen. På uppdrag av Skolverket genomfördes en uppföljningsstudie med särskilt fokus på pedagogiskt didaktiska aspekter av lärlingsutbildningen under våren 2010. Studien baserades på intervjuer och informella samtal med elever, lärare och handledare, på olika typer av dokument samt på foton från skolor och arbetsplatser. Tre program (bygg-, handels- och omvårdnadsprogrammen) på tre geografisk spridda orter ingår i studien.  Syftet för vårt paper är att beskriva vilka arbetsuppgifter framför allt yrkeslärarna har inom gymnasial lärlingsutbildning och vilka nya kompetenskrav som därmed ställs på dem. Vilka utmaningar har yrkeslärarna att hantera i den gymnasiala lärlingsutbildningen? Vilka krav ställer dessa i sin tur på yrkeslärarutbildningen? De arbetsuppgifter vi sammantaget funnit för yrkeslärarna i den gymnasiala lärlings-utbildningen är följande: att planera utbildningen, utforma uppgifter och uppföljningsunderlag, att rekrytera arbetsplatser som kan engageras i lärlingsutbildningen, att genomföra handledarutbildning och informera handledare på arbetsplatsen, att ordna med alternativa uppgifter och projekt för elever som inte får en lärlingsplats eller befinner sig i skarven mellan två lärlingsplatser, att följa upp elevens yrkesbildningsgång i förhållande till programmets och kursplanernas mål och till arbetsinnehållet på olika arbetsplatser, att fatta beslut om byte av arbetsplats. Vi har också funnit att dessa arbetsuppgifter kan variera mellan programmen och att variationen kan ses i ljuset av programmens olika traditioner. Vidare skapar regionala skillnader i näringslivsstrukturen mellan de tre orterna och skillnader mellan skolornas resurser delvis skilda förutsättningar för genomförandet av lärlings-utbildningen. Till dessa uppgifter krävs en i många stycken annan kompetens än den som krävts tidigare. Det gäller inte minst ett ökande skriftspråkligt kunnande, som några lärare menar att de inte har kompetens för – eller att det är arbetsuppgifter de inte trivs med. Lärlingslärarens arbetsuppgifter skiljer sig från den tidigare yrkeslärarens och ställer nya krav på yrkeslärarutbildningen.
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11.
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12.
  • Berthén, Diana, 1956-, et al. (författare)
  • In-service training as cognitive apprenticeship
  • 2007
  • Ingår i: Sociocultural perspectives on teacher education and development: New directions for research – SOCIOTED, 7-8 April 2008 in Oxford University, England.
  • 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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13.
  • Berthén, Diana, 1956-, et al. (författare)
  • Musikundervisning för grundsärskolan? – en forskningsöversikt
  • 2022
  • Ingår i: Nordic Research in Music Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2703-8041. ; 3, s. 21-50
  • Forskningsöversikt (refereegranskat)abstract
    • Det övergripande syftet med denna artikel är att bidra med en översikt som kartlägger internationell forskning om musikundervisning för barn och ungdomar (F–9) med intellektuell funktionsnedsättning (IF). I Sverige får elever som bedöms inte kunna nå grundskolans lärandemål vanligen sin utbildning i den skilda skolformen grundsärskolan. En konfigurativ översikt har genomförts och 26 utvalda artiklar har analyserats med fokus på musikundervisningens mål. Resultatet redovisas i tre teman: Attityder och förhållningssätt, Undervisning och lärande samt Kritiska studier för empowerment och diskuteras mot kulturhistorisk teori och begrepp såsom musical becoming. Artikeln bekräftar tidigare översikters resultat: behovet av klassrumsstudier i grundsärskolan.
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14.
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15.
  • Björklund Boistrup, Lisa, 1960-, et al. (författare)
  • A framework for analysing assessment in working life and vocational education
  • 2019
  • Ingår i: Nofa7 Abstracts. - Stockholm, Sweden : Stockholm University. ; , s. 36-36
  • Konferensbidrag (refereegranskat)abstract
    • In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.
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16.
  • Blomqvist, Per, 1972- (författare)
  • Samtal om skrivbedömning : Lärares normer, beslut och samstämmighet
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.
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17.
  • Blomqvist, Per, 1972-, et al. (författare)
  • Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal
  • 2016
  • Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 10:1
  • Tidskriftsartikel (refereegranskat)abstract
    • I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.
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18.
  • Boistrup, Lisa Björklund, 1960-, et al. (författare)
  • Challenging theory versus practice : Connections between mathematics and vocational education
  • 2020
  • Ingår i: Proceedings. - Palermo. ; , s. 477-482
  • Konferensbidrag (refereegranskat)abstract
    • In this paper we discuss connections between two teaching contents inSwedish upper secondary school programs in vocational education; mathematics andvocational content. Simultaneously, we challenge a dichotomous understanding oftheory and practice, while paying an interest in connections between the two. We haveadopted the framework of praxeology by Chevallard. Through analysis of empiricalexamples, we illuminate how, for example, theoretical aspects may derive from bothmathematics and vocational content, challenging mathematics as mainly theoreticaland vocations as only practical.
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19.
  • Broberg, Åsa, 1971-, et al. (författare)
  • Domestic education and technology – historical development of women´s (T)VET
  • 2023
  • Ingår i: Virtual abstracts JVET Conference 2023.
  • 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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20.
  • Broberg, Åsa, et al. (författare)
  • Introduktion. Om kvinnors yrkesutbildning i samhällshistoriska sammanhang
  • 2022
  • Ingår i: Å. Broberg, V. Lindberg & G-B. Wärvik (red). Kunskapstraditioner och yrkeskunnande. Kvinnors yrkesutbildning i historisk belysning.. - : Makadam Förlag. - 9789170613890
  • Bokkapitel (refereegranskat)abstract
    • Ambitionen för antologin är att ge en bred bild av framväxten av yrkesutbildningar, framför allt i Sverige, vilka historiskt sett har dominerats av kvinnor. Antologin består av nio artiklar som beskriver grundläggande yrkesutbildningar för kvinnor inom områdena hushåll, textil, omvårdnad och estetik. Ett av kapitlen berör huslig yrkesutbildning inom en specifik finlandssvensk institution, Högvalla seminarium och husmodersskola. Den forskning som finns om kvinnors yrkesutbildning i Sverige domineras av studier av högskolans olika professionsutbildningar, såsom sjuksköterskeutbildningar och folk-/grundskolelärarutbildningar. Kännetecknande för den är disciplinärt bred och återfinns inom till exempel didaktik, ekonomi/ekonomisk historia, kulturvetenskap, modevetenskap och pedagogik. Vad gäller Finland finns det en del studier av den grundläggande yrkesutbildningens framväxt. Dessa studier gäller främst finskspråkiga sammanhang. Dessa studier har utgjort viktiga källor för författarna i den här antologin. Syftet för det inledande kapitlet är att skapa ett sammanhang för antologin genom att belysa dels flickornas andel i tidig yrkesutbildning, dels bredden i det kunnande som – i Sverige – ryms under det breda paraplyet huslig utbildning. Utöver detta ges en kort sammanfattande presentation av vart och ett av de nio artiklarna.
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21.
  • Broberg, Åsa, 1971-, et al. (författare)
  • Kvinnors yrkesutbildning: en osynlig historia
  • 2022
  • Ingår i: Å. Broberg, V. Lindberg & G-B. Wärvik (red). Kunskapstraditioner och yrkeskunnande: Kvinnors yrkesutbildning i historisk belysning. - Göteborg : Makadam. - 9789170613890
  • Bokkapitel (refereegranskat)abstract
    • Denna artikel handlar om hur utbildningar som historiskt riktades till kvinnor kom att formeras i förhållande till samhällelig utveckling. Den studerade tidsperioden sträcker sig från 1800-talet till efterkrigstidens framväxande välfärdsstat. Översiktligt behandlas tre huvudområden inom kvinnors yrkesutbildning: hushåll, textil och vård. Kapitlet ger en bild av de samhälleliga behov och motiv som utbildning för kvinnor blev en del av. Ett verksamhetsteoretiskt perspektiv synliggör kvinnors tidiga yrkesutbildningar som en viktig del i flera betydande samhällsprocesser, som fattigdomsbekämpning, arbetsmässig differentiering och socialpolitik. Kvinnors yrkesutbildning kan också kopplas till förskjutningar av ansvar för grundläggande behov från individen och kärnfamiljen till samhällsinstitutioner samt för produktion och privatekonomi i relation till samhällsekonomisk utveckling. Trots detta är det ett föga studerat område. Med denna ingång söker kapitlet, mot bakgrund av utredningar och befintlig forskning, föreslå nya utgångspunkter för en yrkesutbildningshistorisk forskning som i större utsträckning inkluderar kvinnors yrkesutbildning.
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22.
  • Broberg, Åsa, 1971-, et al. (författare)
  • Vocational Education for Women – An Invisible History
  • 2022
  • Ingår i: Vocational Education & Training Voices from Research. ; , s. 17-18
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The history of VET in the Nordic countries tends to either focus on education for male students only, or on the education of nurses, today part of higher education. The 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). Early VET for male students was related to agricultural work, or to technology, industrial work, or craft. We argue that this also applies for early VET for women: their work within agriculture contributed significantly to the production and economic development in the society. In this paper we discuss how vocational educations, historically aimed at women, came to be shaped in relation to societal development. With analytical focus on societal motives and contradictions we will show how women’s VET significantly contributed to societal production and household finances but also how these educations were developed in relation to advancements within natural sciences and socioeconomic development. We use examples from three sectors: the domestic, textile, and the health care/social care sectors.
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23.
  • Broberg, Åsa, et al. (författare)
  • Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education
  • 2021
  • Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 73:2, s. 217-233
  • Tidskriftsartikel (refereegranskat)abstract
    • This article argues that women’s vocational education needs to be viewed in relation to the development of vocational education and training (VET) more broadly. The history of women’s VET is also a history of the term “women’s education” itself and how, almost a century after it was introduced, this term is hardly used. Instead, we see gendered vocations and vocational programmes that predominantly recruit women. The aim of this study is to investigate and compare the rise and fall of VET specifically targeting women in Finland and Sweden, in particular the kind of VET described in educational policy during the 20th century as education that was predestined for women. What societal motives underpinned the establishment and development of domestic education as VET? How can we understand the dismantling of education targeting women? Our primary sources are government inquiries concerning VET for women and previous research in this field. We argue that the reasons for the development of women’s VET reflect not only how certain social groups understood societal needs at the time, but that developing VET was a response to the increasingly significant but complex roles women played in the public arena.
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24.
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25.
  • Choy, Sarojni, et al. (författare)
  • Considerations for the Integration of Students’ Experiences
  • 2018
  • Ingår i: S.Choy, G-B. Wärvik, V. Lindberg (Eds.). Integration of Vocational Education and Training Experiences. Purposes, Practices and Principles. - Singapore : Springer. - 1871-3041 .- 2213-221X. - 9789811088568 ; , s. 345-365
  • Bokkapitel (refereegranskat)abstract
    • Educational institutions are fundamentally designed for teaching and learning, whereas learning in workplaces remains a secondary function supported through engagement in routine and nonroutine work tasks, direct and indirect guidance and opportunities and accessibility to a range of work tasks to gain experience (Billett, Stud Contin Educ 23(1):19–35, 2001). Development of skilled workers demands that learning at educational institutions and in workplaces is well connected and integrated. Without deliberate efforts from teachers, guides, mentors or other actors to make connections between learning at different sites, students could likely remain ‘passive bystanders’ during scheduled practice periods in workplaces. It therefore becomes necessary to develop learners’ capacities to help mediate between the curriculum organised by their educational institutions and the curriculum situated in the everyday business of workplaces where they gain vocational experiences. Further to empowering learners to access and engage in learning, there are other considerations necessary for effective integration of learning in different sites. In this chapter we draw on the cases presented in Part II to propose broad considerations for integration around four imperatives: social-cultural arrangements, negotiated curriculum, the roles of stakeholders and learner preparedness. Imperatives and implications for students’ learning are discussed. In the summary of the chapter, we recapitulate the main ideas about supporting integration of learning in educational institutions and workplaces and stress the significance of a collective and reciprocal approach for integration.
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26.
  • Choy, Sarojni, et al. (författare)
  • Integration between school and work: developments, conceptions and applications
  • 2018
  • Ingår i: S. Choy, G-B. Wärvik and V. Lindberg (eds.). Integration of vocational education and training experiences. Purposes, practises and principles. - Singapore : Springer. - 1871-3041 .- 2213-221X. - 9789811088575 ; , s. 3-18
  • Bokkapitel (refereegranskat)abstract
    • Integration of students’ experiences in and between education institutions (as in schools, vocational colleges and universities) and workplaces, to develop vocational competence, is a central tenet of contemporary educational systems and provisions. Educational institutions and workplaces are no longer seen in isolation for pre-employment preparations as well as continuing development of the workforce. However, researchers (e.g. Onstenk J, Blokhuis F, Education + Training, 49(6):489–499, 2007; Billett S, Integrating practice-based experiences into higher education. Springer, Dordrecht, 2015) argue that the concept of ‘integration’ remains underdeveloped, both theoretically and conceptually. In this chapter we summarise some of the more general developments and complexities around integration of students’ learning experiences in schools and work sites. We discuss the historical intentions and progression of pedagogical means into curriculum design and delivery of vocational education to better prepare individuals as skilful and productive workers. The account here outlines conceptualisations and development of processes of integration as vocational education systems transformed in their manifestations, purposes and practices. Examples of different types of integration and typologies and their theoretical bases are summarised. We then outline examples of common applications, i.e. pedagogies and arrangements suited for integration. Three main units of analysis (individual, context and cultural and historical) are also introduced. While integration often has been an issue for two parties, school and workplace, students’ agency is also considered and given a foregrounded position here. An identified challenge in researching integration is to recognise agency intertwined with structure. The concluding section contends that the main aim of integration is to jointly interpret knowledge and knowing in the social cultural contexts of different settings and achieve a ‘common sense of mutuality’ (Edwards A, Revealing relational work. In Edwards (ed) Working relationally in and across practices. A cultural-historical approach to collaboration.
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27.
  • Choy, Sarojni, et al. (författare)
  • Integration of Vocational Education and Training Experiences Purposes, Practices and Principles
  • 2018
  • Bok (övrigt vetenskapligt/konstnärligt)abstract
    • This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions; the kinds and extent of those experiences; and efforts made to ensure the integration of students’ experiences across sites. Analyses of the various vocational education systems, their purposes and practices across nations, and challenges experienced by different stakeholders illustrate different approaches to the integration of learning at different sites. The book includes a consideration of what constitutes the integration and reconciliation of experiences, and their attendant educational implications. This extends an appraisal of the concepts of integration, reconciliation, curriculum and work readiness, each of which has a range of connotations. Integration or reconciliation is differentiated from transfer of learning, which is commonly based on simple assumptions that the educational institutions will provide theory and that the workplaces will provide practice from the workplaces, and that the two can be easily linked by students. The contributions from different nation states clearly demonstrate that integration is a collaborative process and requires the agency of stakeholders operating at global, national and specific learning site levels.
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28.
  • Christidis, Maria, 1982, et al. (författare)
  • Lärares samverkan för yrkeskunnande
  • 2017
  • Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 139-154
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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29.
  • Christidis, Maria, 1982-, et al. (författare)
  • Lärares samverkan för yrkeskunnande : Engl. translation: Teachers’ Cooperation for Vocational Knowing
  • 2017. - 1
  • Ingår i: Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Based on a study of curriculum integration in Swedish upper secondary education, at a Health and Social Care Programme (Christidis, 2014), the issue of this chapter is how general subjects can contribute to vocational knowing in the interaction between teachers and students. Inspired by an ethnographic approach, classroom observations, interviews and documents formed the data, and for the analysis concepts from activity theory were used. Main results were that teachers’ and students’ experiences used in teaching focused three actors’ perspectives: those of nurse-assistants’, patients’ and relatives’. These were expressed in subject specific as well as interdisciplinary teaching of general and vocational subjects. Using subject integration made it possible for both teachers and students to explore connections between the subjects. Furthermore, subject integration contributed to one of the main goals of the Health and Social Care Programme: to develop a holistic view of the human being.
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30.
  • Christidis, Maria, 1982-, et al. (författare)
  • Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
  • 2024
  • Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
  • 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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31.
  • Christidis, Maria, et al. (författare)
  • Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
  • 2019
  • Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 12:3, s. 479-498
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.
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32.
  • Christidis, Maria, 1982-, et al. (författare)
  • Vocational Literacy as means for Vocational Knowing related to Ethics in a Swedish Upper Secondary Health and Social Care Program
  • 2017
  • Ingår i: ISCAR 5th International Congress August 28th - September 1st 2017 Quebec, Canada.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The issue of this paper is to explore what vocational knowing is made available for students in Swedish upper secondary vocational education (16+) within the Health and Social Care program, with a specific focus on literacy-related vocational knowing framed by contextualized teaching (previously integration of subjects). A case study of contextualized teaching in a Swedish upper secondary school was followed ethnographically during autumn 2012 in the Health and Social Care program (year 2 of 3). Cultural-historical activity theory was used for analyzing what vocational knowing was made available and what literacy aspects that contributed to this. Teachers constructed a theme, Death, in order to work with ethical content relevant for nurse assistants. Ethical dilemmas and literacy practices (writing notes, reading aloud) were used as tools for enhancing sharing of different perspectives. The object of learning was identified as the ability to change perspectives and taking the other’s perspective in a dilemmatic situation related to caring.
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33.
  • Christidis, Maria, 1982- (författare)
  • Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv
  • 2014
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The study investigated subject integrated teaching and vocational knowledge in one Health and Social Care program. The material was collected ethnographically, during a period of a school semester (5 months), and analysed according to the Activity-Theoretical concepts actions, goals and tools.The results identified five goals for subject integrated teaching: the legitimacy of Swedish as a school subject; a focus on linguistic prescriptivism; the identity of vocational subjects; a predominant medical focus in vocational subjects; and a professional language. Further six recurrent tools were identified: a fictional book; a teacher-prepared hand-out; a teacher-constructed case report; teacher-examples from health care; and linguistic rules. There was a theoretical kind of vocational knowledge with focus on language issues, on medical aspects of care, and on a professional language.In conclusion, subject integrated teaching contributed with more than each of the specific subjects contributed with and simultaneously tensions between goals representing different subjects were found. However, tools were shared between subjects.
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34.
  • Christidis, Nikolaos, et al. (författare)
  • Early steps towards professional clinical note-taking in a Swedish study programme in dentistry
  • 2022
  • Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 22:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Background Higher education tends to focus on academic writing only, instead of emphasizing that professional texts are also used as a basis for communication in contexts with a variety of participators. When it comes to clinical notes, research is scarce and focused on technology and informatics. Therefore, the aim was to explore dental students’ clinical notes, and specifically which aspects of the clinical notes characterizes clinical notes that are not sufficient enough for professional purposes.Methods The object of analysis was the student’s written completion of a teacher constructed protocol regarding oral mucosa, the dental apparatus including pathology on tooth level, oral hygiene, and a validated international clinical examination protocol of the temporomandibular region. The study was framed within the New Literacy Studies approach, and the clinical notes were analyzed using thematic analysis.Results Within the clinical notes three themes were identified; a) familiar content; b) familiar content in new context; and c) new content. The forms of notes could refer to either categorizational clinical notes or descriptive clinical notes. Most students were able to write acceptable clinical notes when the content was familiar, but as soon as the familiar content was in a new context the students had difficulties to write acceptable notes. When it comes to descriptive notes students suffered difficulties to write acceptable notes both when it came to familiar content, or familiar content in a new context.Conclusions Taken together, the results indicate that students have difficulties writing acceptable notes when they are novices to the content or context, making their notes either insufficient, too short or even wrong for professional purposes. With this in mind, this study suggests that there is a need to strengthen the demands on sufficient professional quality in clinical notes and focus on clinical notes already in the early stages of the different medical educations.
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35.
  • Christidis, Nikolaos, et al. (författare)
  • Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
  • 2023
  • Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
  • 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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36.
  • Eriksson, Inger, 1952-, et al. (författare)
  • Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority
  • 2016
  • Ingår i: Nordic Journal of Studies in Educational Policy. - Uppsala : Informa UK Limited. - 2002-0317. ; 2:1, s. 82-97
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.
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37.
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38.
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39.
  • Eriksson, Inger, et al. (författare)
  • Matematikundervisningens innehåll : Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik
  • 2007
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.
  •  
40.
  • Eriksson, Inger, 1952, et al. (författare)
  • The expansive learning cycle transformed into a tool for educational design
  • 2017
  • Ingår i: ISCAR 5th International Congress August 28th - September 1st 2017 Quebec, Canada.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this presentation is to give an empirical example of what can be an indicator of transformative agency in a Change Laboratory (CL). The idea of a CL is to empower the participants to enable transformative agency and changes in their activity. The researchers are supposed to both provoke and sustain the work of the participants. We argue that the issue of agency – both relational and transformative – is of great importance in a CL but that sustaining participants’ agency is a demanding task. Furthermore, participants’ agency must be analysed empirically. A CL-project at the Swedish Manilla-school (grades 1-10), a special school for students with impaired hearing aimed at qualifying math-teaching. The team consisted of teachers in all grades and a group of researchers. The researchers produced mirror data. The teachers prepared themselves by reading the epistemology underpinning the national curriculum. At the end of the project, teachers created a new way of using the expansive learning cycle and the process of change laboratory, fit for their purposes, for designing, developing and assessing their math-teaching. This we see as an indicator of a transformative agency
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41.
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42.
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43.
  • Eriksson, Inger, 1952-, et al. (författare)
  • Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum? Kemitexter som redskap för naturvetenskapligt lärande
  • 2010
  • Ingår i: Resultatdialog 2010. - Stockholm : Vetenskapsrådet. - 9789173071840 ; , s. 51-56
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Svenska och finska (och finlandssvenska) elevers naturvetenskapliga prestationer uppvisar markanta skillnader i internationella mätningar som PISA. Mot bakgrund av att Finland och Sverige har ett till synes likartat skolsystem är det inte helt enkelt att förstå varför de finska och finlandssvenska eleverna presterar så mycket bättre än de svenska. Vad är det som skapar sådana skillnader? Många olika förklaringar har förts fram, tex i relation till lärarutbildning. Men vilket kemilärande möjliggörs i svenska och finlandssvenska undervisningspraktiker? Kemiinnehållet i läromedel från Sverige och Finland är i stort det samma och i finlandssvenska skolor fram till 2007 användes ofta svenska läromedel. I projektet genomfördes 20-40h videobandade klassrumsobservationer relaterade till kemiundervisningen i tre skolor vardera i Svenskfinland (2007-08) och Sverige (2009). Observationerna, kombinerade med intervjuer och dokumentationer, fokuserade periodiska systemet och kemiska bindningar. De första analyserna ger en bild av att det finns skillnader i innehållets behandling och vad som karaktäriserar de konstituerade undervisningspraktikerna i de båda länderna. I finlandssvenska skolor fokuseras t.ex. faktareproduktion (memorering), formelskrivning och detaljerade provfrågor, samma läromedel används i alla skolor. I svenska skolor betonas förståelse av vardagsfenomen, diskussioner och prov som skiljer på G, VG och MVG-frågor där G-frågor utgörs av enkla faktakunskaper. Undervisningen i de finlandssvenska skolorna framstår således som mera lika varandra medan undervisningen i de svenska skolorna uppvisar större variation gällande innehållets behandling och klassrumskommunikation.
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44.
  • Fejes, Andreas, et al. (författare)
  • Two Swedish PhD programmes in vocational pedagogy
  • 2014
  • Ingår i: Symposium at the European Conference on Educational Research (ECER), September 2014, Porto.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)
  •  
45.
  • Fejes, Andreas, 1977-, et al. (författare)
  • Yrkesdidaktisk forskning in i framtiden
  • 2017
  • Ingår i: A. Fejes, V. Lindberg & G-B Wärvik (red). Yrkesdidaktikens mångfald. - Stockholm : Lärarförlaget. - 9789188149213 ; , s. 269-275
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
  •  
46.
  • Gessler, Michael, et al. (författare)
  • Didactics in VET - crisis, demands, concepts and open issues
  • 2013
  • Ingår i: Abstracts.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Four focus points (crisis, demands, concepts and open issues) are addressed from three different national perspectives (Sweden, Germany and Spain). Answers might be different, but challenges seem to be the same.(1) crisis: on the one hand we acknowledge a massive withdrawal of didactic discussion in the educational research: first the constructivism taught us that nobody can be taught (a nice antagonism), later the output orientation taught us that just the output counts and within the empirical turn of the educational sciences the topic didactics seems to be lost. (Chevallard, 2006, Moreno Herrera, 2012)(2) demands: On the other hand practitioners still expects that VET offers answers, methods and tools for their central questions: how can learners be empowered and learning be accelerated. Overall questions for the round table will therefore be: What implications have for didactics the fact that learning within this field happens in remarkably different context; namely, classroom and workshop? What is the value in developing a didactics for this specific complex learning context? Is the discourse on didactics a unique phenomenon for particular educational research traditions or is there a substance that is worth discussing? (Berglund & Lindberg, 2012; Ghaye, 2010)(3) concepts: One concept we want exemplary focus within this short proposal information: the didactic concept "task- and process-oriented learning". One concretization of this concept for the field of electrical trade is the so called "Competence toolbox“, which has been continuously developed for more than 10 years to give answers to the following practice-oriented research questions: How can work processes of skilled workers be analyzed and described? How can the results of work process analyses be transferred into work process oriented educational measures? What are the potentials of digital media and internet to support this work process orientation? How can these potentials be converted into task-oriented learning? (Howe & Knutzen, 2012).(4) open issues: see below "Conclusions, expected outcomes"Method:The overall approach of the above mentioned concept (as an example) is the so called Design-Based:Research: DBR characterized the methodical approach of converting the obtained results into work process oriented learning software. The learning software and the accordant task-oriented learning were tested in all learning venues, meaning companies, training centers and vocational schools. In detail following methods were used: (1) Expert workshops: In the first step expert workshops were held. These workshops were moderated by vocational scientists. Experienced master craftsman validated a list of spheres of activities through discussion. The agreed upon list of spheres of activities portrays the researched vocation. (2) Work process analysis: Related to every sphere of activity work process analysis had to be conducted in the second step. This approach is twofold from a methodological perspective. Initially the researcher led a qualitative interview with an experienced skilled worker or craftsman. (3) Online survey: The outcome of this kind of work process oriented learning was finally evaluated by an online survey of apprentices. After accomplishing a task the learners provided feedback relating to the learning software and task -oriented learning by filling in an online questionnaire.Expected outcomes:Expected outcomes of the round table is to fix (4) "open issues": In our view there is a great need to continue developing the basis of a didactic that will be encompassing and dynamic enough to deal with the complex and varied situation of guidance of the learning process in the VET field. In addition to the variety of context it is equally significant to consider the complexity derived from the various interacting components of the teaching and learning process. More is to be done in creating or continuing developing a didactics that encompasses the complexities of VET considering its different levels and different settings.
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47.
  • Gåfvels, Camilla, 1977- (författare)
  • Skolad blick på blommor : Formandet av yrkeskunnande i floristutbildning
  • 2016
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research. 
  •  
48.
  • Gåfvels, Camilla, 1977-, et al. (författare)
  • Sy ihop : Kommunikativa resurser i olika (slöjd)bedömningshandlingar
  • 2024
  • Ingår i: Techne series. - 1238-9501 .- 1893-1774. ; 31:1, s. 82-100
  • 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.
  •  
49.
  • Gåfvels, Camilla, et al. (författare)
  • Theorising craft practices through sketching : The case of Swedish post-compulsory floristry and textile education.
  • 2021
  • Ingår i: FORMakademisk. - Oslo : OsloMet - Oslo Metropolitan University. - 1890-9515. ; 14:2, s. 1-15
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores how craft practice is theorised through sketching, by comparing narratives about the role of sketching from interviewed Swedish upper secondary textile design and floristry education teachers, and aiming to discern connection to curriculum. The theory and methods used in the article are influenced by Ivor Goodson's work on subject knowledge and curriculum change (1998). Empirical data was obtained from multiple sources, including interviews with four teachers. The findings reveal that, while sketching has been intrinsic to textile design and seamstress vocational knowing for considerable time, sketching is a relatively new phenomenon within floristry vocational knowing and education; essentially dating from the 2011 Swedish educational reform. The discussion claims that sketching provides means to theorise craft practice, through providing an intermediary level between the abstract (theory) and the concrete (objects) within the practice. [ABSTRACT FROM AUTHOR]
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50.
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