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]

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Fältnamn	Indikatorer	Metadata
000		03508naa a2200409 4500
001		oai:DiVA.org:su-201063
003		SwePub
008		220118s2022 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|swe\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-2010632 URI
024	7	a https://doi.org/10.3384/njvet.2242-458x.22v12i12 DOI
040		a (SwePub)su
041		a sweb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Andersson, Ingela,d 1963-u Göteborgs universitet, Sverige4 aut
245	1 0	a Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning :b [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
264		c 2022-01-14
264	1	b Linkoping University Electronic Press,c 2022
338		a print2 rdacarrier
520		a 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.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng
653		a activity theory
653		a qualitative content analysis
653		a student perspective
653		a upper secondary apprenticeship education
653		a work-based learning
653		a utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
653		a Educational Sciences in Arts and Professions
700	1	a Lindberg, Viveca,d 1954-u Stockholms universitet,Institutionen för ämnesdidaktik4 aut0 (Swepub:su)vivlin
710	2	a Göteborgs universitet, Sverigeb Institutionen för ämnesdidaktik4 org
773	0	t Nordic Journal of Vocational Education and Trainingd : Linkoping University Electronic Pressg 12:1, s. 1-24q 12:1<1-24x 2242-458X
856	4	u https://doi.org/10.3384/njvet.2242-458x.22v12i1y Fulltext
856	4	u https://doi.org/10.3384/njvet.2242-458x.22v12i1
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-201063
856	4 8	u https://doi.org/10.3384/njvet.2242-458x.22v12i1

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