| 1. |
- Andersson, Ingela, 1963-, et al.
(författare)
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
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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. |
- Backman-Bister, Anna, 1976-, et al.
(författare)
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Musikundervisning i grundsärskolan : en pilotstudie för att kartlägga behovet av praxisutvecklande forskning
- 2020
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Ingår i: Book of abstracts. ; , s. 77-78
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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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| 3. |
- Berthén, Diana, 1956-, et al.
(författare)
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Musikundervisning för grundsärskolan? – en forskningsöversikt
- 2022
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Ingår i: Nordic Research in Music Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2703-8041. ; 3, s. 21-50
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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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| 4. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Domestic education and technology – historical development of women´s (T)VET
- 2023
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Ingår i: Virtual abstracts JVET Conference 2023.
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Konferensbidrag (refereegranskat)abstract
- The history of VET in the Nordic countries tends to either focus on education for male students only, or on the professional higher education for women such as nurses. Even in the 21st century, the 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). The aim for this paper is to complement the existing picture of VET as a purely male form for education, related to agriculture, industry/technology, craft and trading. A further aim is to describe VET for women that was closely related to a labor market for women that developed in the early 20th century. The concept of TVET suggests an even closer association to male vocational education as T stands for technical. In parallel to VET for male student, women’s VET developed in the fields household, caring, textile work and trading. In these areas technical development was a central but not an obvious part of women´s vocational education. For instance, new technical inventions like kitchen equipment for commercial kitchen and food industry, as well as for private households required transformation of knowledge. Historically, women’s work in these areas contributed significantly to the production and economic development in the society, but also to women's access to participation in the public. However, while the history of VET and TVET for male students has received extensive attention in research within various disciplines, VET for female students is scarcely researched and the technical aspects even more so. In this paper we explore the Swedish umbrella concept domestic education as a point of departure for a discussion of the multiple vocations that this concept represented and thereby also hid. We focus on how the different vocational educations within this area contributed to qualifying women for a labor market in transition: through expansion, differentiation and specialization, intertwined with technical development. This is in line with how cultural historical activity theory emphasizes that changes in tools and rules contribute to changing societal activities over time. This development shows how female competence contributed to societal development during the 20th century. We also argue that education for women in the 1970s was a consequence of changed relations between individuals, families and society that can be identified through analyzing the VET for women in the early 20th century.
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| 5. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Kvinnors yrkesutbildning: en osynlig historia
- 2022
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Ingår i: Å. Broberg, V. Lindberg & G-B. Wärvik (red). Kunskapstraditioner och yrkeskunnande: Kvinnors yrkesutbildning i historisk belysning. - Göteborg : Makadam. - 9789170613890
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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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| 6. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Vocational Education for Women – An Invisible History
- 2022
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Ingår i: Vocational Education & Training Voices from Research. ; , s. 17-18
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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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| 7. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 8. |
- Christidis, Nikolaos, et al.
(författare)
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Early steps towards professional clinical note-taking in a Swedish study programme in dentistry
- 2022
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 22:1
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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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| 9. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 10. |
- Gåfvels, Camilla, 1977-, et al.
(författare)
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Sy ihop : Kommunikativa resurser i olika (slöjd)bedömningshandlingar
- 2024
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Ingår i: Techne series. - 1238-9501 .- 1893-1774. ; 31:1, s. 82-100
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Tidskriftsartikel (refereegranskat)abstract
- This article explores assessment actions –as an aspect of classroom communication –and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guidefor pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided –gentle but ample –authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.
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