Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

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.

For a real job? Views on the teaching of competence in working life by students with Autism Spectrum Disorder (ASD)

In this study, twelve young students on the autism spectrum were interviewed on preparation for working life, employment guidance, the challenges and strengths of the autism spectrum, and suitable teaching methods. Interviews were supported by a structured and illustrated questionnaire. The data were analysed using key statistics. The results showed that, from the students’ perspective, the most important issues in preparation for work are familiarisation with different jobs, guidance in searching for a suitable job, evaluation of the suitability of the working environment, integration of occupational safety into work skills, and acquiring conversational skills in the workplace. The selection of a suitable working environment is clearly emphasised before transitioning to work. Acquiring and keeping a job require investing in social situations and skills in studying. The structuring should be flexible and adaptable according to situations and personal needs. Educationally, social interaction, social skills, and communication should form a coherent whole. The main goal for everyday life ought to be communicative and based on a structure for acquiring different skills. The results can be utilised in a vocational education and training (VET) context, because they support the importance of preparatory education as part of these studies. In addition, the results can also be used in on-the-job learning plans for VET.

”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans

The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.

How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training

This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.

Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

Arbeidsinnkludering som en vei til varig arbeidslivstilknytning og et verdig voksenliv: Hvordan metoder for arbeidsinnkludering kan brukes i opplæringen av lærekandidater

The labour market in many European countries is changing and for many young people it leads to challenges in gaining a lasting connection to working life. School dropout and deficiencies in their education lead to challenges for many young people on the road to adulthood. Students who find it difficult to complete a vocational education in upper secondary school, now have the opportunity to be training candidates in a practically oriented education with a limited number of competence goals. Work inclusion means that the individual's ability to work will be examined in various ways to increase the possibility of permanent work. However, work inclusion is a complex phenomenon, where several actors may be involved and where the goals and progress plan will vary. This is costly and stressful for both the individual and the society. Working life is a central learning arena within upper secondary education, and there will be a need to facilitate participation in this arena also for students with a need for adapted education.

Lærerrollen der blev væk: Opbygningen af et transformativt lærerideal

This article raises the question if the role of the vocational teachers needs another teacher’s ideal. The foundation of the article is a rising tendency to describe the teacher’s role by other means than being a teacher and making the role of the teacher a matter of bringing students safely and easily to a learning outcome, through a teaching task described as both a supervisor, facilitator, motivator, and consultant. The article commences by explaining the tendency to understand the vocational teacher by others means than a teacher. Through analysis of ideas from Gert Biesta, Hartmut Rosa and Andrea English, the article will point to a transformative teaching ideal as a way of understanding the role of the vocational teacher, and at the same time try to exemplify this teacher ideal through different types of vocational education. The article will conclude by arguing that a transformative understanding of the teacher’s role can be seen as a more embracing ideal as opposed to the current trend of constructivism, and at the same time as an ideal, that gives back the original teaching task to the teacher.

Samarbeid og lærerprofesjonalitet

This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.