| 1. |
- Andersson, Annika, 1981-
(författare)
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Boundaries as mechanisms for learning in emergency exercises with students from emergency service organisations
- 2016
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 68:2, s. 245-262
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Tidskriftsartikel (refereegranskat)abstract
- To prepare emergency response organisations for collaborative work in unpredictable and dynamic situations, various types of exercises are widely used. Still, our knowledge of collaboration exercises with emergency response students is limited. This study aimed to contribute to this field by exploring boundaries that emerged between collaborating organisations in exercise activities and how these boundaries could be understood for learning. Drawing on the Akkerman and Bakker framework of boundaries as learning mechanisms, this study explored an exercise, including full-scale scenarios and seminars with students from the police, ambulance and rescue services education in Sweden. Thematic analysis of interviews and observations illustrated boundaries that emerged regarding vocabulary, prioritisation, roles, knowledge gaps and overlapping responsibilities across organisations. Rather than dissolving boundaries, this article suggests that boundaries can be utilised in exercises to support the students to contextualise their knowledge in relation to the demands of collaborative work. The concepts boundary work and boundary awareness were suggested to capture more generally the dynamics of learning in exercise contexts.
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| 2. |
- Andersson, Per, 1964-
(författare)
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Caretakers' experiences of RPL
- 2006
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Ingår i: Journal of Vocational Education and Training. - 1363-6820 .- 1747-5090. ; 58:2, s. 115-133
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Tidskriftsartikel (refereegranskat)abstract
- En fenomenografisk studie av hur en grupp fastighetsskötare uppfattar fenomenet validering, och vad en valideringsprocess ger dem i termer av lärande och annat utfall. Recognition of prior learning (RPL) involves an idea of -making learning visible--of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in an RPL initiative focusing on their vocational competence. The results show how RPL is experienced in various ways by the caretakers-as an opportunity for personal development, as a matter of assessment and control, or as -only scratching the surface-. The process is also experienced in different ways in terms of learning-with a focus on prior learning or new learning, or even no learning. Other benefits of RPL are described in terms of exchange value or personal development. The results are integrated in a model where the relationship between the individual and the RPL process is a developmental, a credit-exchange or a critical relation.
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| 3. |
- Arkenback, Charlotte
(författare)
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YouTube as a site for vocational learning: instructional video types for interactive service work in retail
- 2023
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090.
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Tidskriftsartikel (refereegranskat)abstract
- Online instructional videos have been presented as an efficient instructional method in workplace learning and vocational education and training (VET). Increasingly, public video-sharing sites like YouTube are used by firms, educators and learners to teach and learn about work practices, new work roles and skills. However, more knowledge is needed about what instructional videos exist and how they facilitate vocational learning. This article draws from online video research to explore vocational learning on YouTube for interactive service work. Focusing on connected service encounters in which transactions and customer service are intertwined through interaction with digital technologies, cashier work was used as the empirical case. With concepts from narrative and multimodal analysis, the theory of practice architectures was the framework for analysing 160 YouTube videos for cashier work. The article proposes a taxonomy of online instructional video types for VET and workplace learning comprising nine video types divided into two main categories: professional instructional videos and peer instructional videos (vlogs). It is found that transactions and customer service are instructed separately. Consequently, YouTube videos do not yet prepare learners for connected service encounters. Overall, the taxonomy can contribute to a more purposeful use of video in VET and workplace learning.
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| 4. |
- Björklund, Erika, Fil. dr. 1972-
(författare)
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Shaping Electricians : Discursive Formations of Electricians in Discussions about Musculoskeletal Disorders
- 2022
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Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090.
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Tidskriftsartikel (refereegranskat)abstract
- Electricians’ exposure to ergonomically challenging working positions and conditions makes them vulnerable to musculoskeletal disorders (MSDs). Ergonomic behaviour and compliance with interventions may be expected to be intertwined with their understanding, knowledge, and habits regarding their occupation and regarding work environment and ergonomics. These habits and knowledge are initially formally shaped during vocational education and training. Therefore, the aim of this article is to explore how electricians and the electrical trade are conceived, expressed and (re)produced in a trade school context and how these may function to impede or facilitate implementation of healthy ergonomic habits and behaviours for electricians. Five semi-structured focus group interviews were performed with trade school related stakeholders regarding electricians and MSDs. Interview data was analysed using discourse analysis. Results show that discourses of ‘the architecture of electricity’ and of ‘time pressure’ informed the informants discussions. The discourses positioned electricians as tenacious and responsible, which, in turn, tended to both impede and facilitate the interviewed electricians’ ergonomic behaviour, with a macho-culture serving as a major impeding influence.
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| 5. |
- Bolanos, Fernando, et al.
(författare)
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Digital abilities, between instrumentalization and empowerment : a discourse analysis of Chilean Secondary Technical and Vocational public policy documents
- 2023
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 75:4, s. 768-787
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Tidskriftsartikel (refereegranskat)abstract
- It is argued that developing digital abilities is key for today's knowledge society. They facilitate engaging with pervasive information communication technologies and manipulating information. Governments have invested vastly in formal education aimed at developing digital abilities. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. Grounded in concepts derived from Laclau and Mouffe, five public policy documents central to Chile's Secondary Vocational Education and Traning (S-TVET) system underwent a synchronic heuristic discourse analysis as understood under relational-ontology. Findings indicate that all analysed documents are articulated with a myth of an information society. Additionally, two prominent discourses were identified: an instrumentalization discourse and an empowerment discourse. When referencing S-TVET, however, the most salient discourse is that of instrumentalization. Instrumentalization discourses render digital abilities under a narrow corporate fixed set of decontextualised skills, and risk thwarting their potential.
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| 6. |
- Bolaños, Fernando, et al.
(författare)
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Where are digital abilities within Chile’s State technical formation centres? A discourse analysis of public policy
- 2023
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; , s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- There is a sedimented understanding that developing digital abilities is key for today’s knowledge society. Accordingly, governments have invested vastly in formal education aimed at developing them. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. By means of a post-foundational discourse analysis, six moments central to the political enablement of Chile’s State Technical Formation Centres underwent a synchronic heuristic discourse analysis as understood under relational-ontology. These Centres are part of Chile’s tertiary Technical and Vocational Education and Training system and were created as a means for the State to regain presence within such a system. Findings show unquestioned facts which lead to the articulation of two prominent myths. Added, two salient discourses are articulated to the myth: education is either articulated with statements that would frame education as a right or with development statements. Furthermore, despite these documents articulating today’s world as being driven by information and technological developments, there is no mention, definition or even acknowledgement of digital abilities. Accordingly, the development of these rhetorically articulated indispensable abilities, within these Centres, is left to chance. Findings shed light on how mythification of discourses can lead to hindering consequences.
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| 7. |
- Broberg, Åsa, et al.
(författare)
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Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education
- 2021
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 73:2, s. 217-233
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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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| 8. |
- Choy, Sarojni, et al.
(författare)
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Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens
- 2019
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 71:1, s. 87-107
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Tidskriftsartikel (refereegranskat)abstract
- The study reported here used a practice theory lens to understand vocational education and training (VET) teachers’ current practices in supporting integration of learning in educational institutions and workplaces – specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth interviews teachers explained the enabling and challenging aspects of their practice, and specific strategies they used to support students with integration of learning in the two main sites. Analyses of data concentrated on understanding three types of arrangements in the practice architectures at the two learning sites. Teachers extended their everyday pedagogical approaches to support integration of learning and meet the specific needs of refugee and migrant students. Their teaching comprised interdependent practices of VET and aged care in two settings, each with distinct ecologies of practice. Their narratives reflect contestations between practice traditions of aged care practices in Australia and Sweden, and students’ understandings and reflections of practices in their birth countries. We conclude that teacher training and adjustments to these arrangements can bridge contestations between the enacted and experienced curriculum in the two sites.
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| 9. |
- Ferm, Lisa, 1984-, et al.
(författare)
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Students' strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme
- 2018
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Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090. ; 70:1, s. 66-84
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities.
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| 10. |
- Fjellström, Magnus, 1976-
(författare)
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Project-based vocational education and training : opportunities for teacher guidance in a Swedish upper secondary school
- 2015
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 67:2, s. 187-202
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Tidskriftsartikel (refereegranskat)abstract
- Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on affordances in a PBVET. The aim of this study is to describe and analyse teachers’ perception on opportunities for teacher guidance provided in a PBVET. From this broad aim, the following research question is addressed: how do teachers view PBVET as (a) framing possibilities for their practice, (b) affecting students’ learning and (c) presenting challenges in this learning environment? Adopted methods for this study are observations and interviews. Observations were made at a PBVET worksite, which were then used in stimulated recall interviews. The findings show that this PBVET affects both teachers’ opportunities to perform teacher guidance as well as students’ possibilities for learning. This appears to be related to the structure in this PBVET which can be seen as operating within different activity systems. Hence, an interaction between these systems is likely the most important issue that needs to be resolved when conducting vocational education as a PBVET.
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