Svensk yrkeslärarutbildning efter reformen 2011: Lärarstudenters uppfattningar om antagning, VFU och läraranställning

Abstract

Through a survey to former vocational teacher students at two universities in Sweden, we explore their perceptions of admission, practicum internship during vocational teacher education, and employment as a vocational teacher after education, since teacher education reform in 2011. The questionnaire used in the survey was answered by 140 former teacher students and the result contributes with knowledge about which vocational subjects were applied for, and which subjects the students later were admitted to, how long the former students' professional experience was when they applied for the education. The result shows that measures should be taken to support the application process. The study also illustrates how students perceive their practicum at schools and to what extent they were taught in their vocational subjects, and how they value the supervision during the practicum at schools. Here, we can draw conclusions from the questionnaire about differences between different vocational programmes regarding the supervision. Finally, we examined what happened after the vocational teacher education and we see that a large majority of former students have employment as vocational teachers, but that the possibilities of competence development and the broadening of the competencies for more vocational subjects vary.

Vocational didactics based on industrial teachers’ stories

“…The industrial worker can, with her/his professional skills, combine and use theoretical, practical, and tacit industrial knowledge to carry out an industrial work and produce a product (cf. Asghari, 2018Asghari, , 2021. The more capable the industrial worker is of using her/his theoretical, practical, and tacit industrial SJVD Vol 9, No 1 2024 knowledge in combination, the more skilled he or she becomes.…”

“…A CNC student studying general mathematics will not work as a mathematician after completing vocational education and probably finds it difficult to see the connection between quadratic equations and the specific objectives of the CNC profession (if the mathematics SJVD Vol 9, No 1 2024 teacher does not clarify this connection), but the CNC student will hopefully work as a CNC operator after completing vocational education, and for this reason the connection between workshop mathematics and the CNC profession is probably more obvious to the student. However, it is one of the goals of vocational education that the vocational students should receive a basic vocational qualification which indicates that they have sufficient knowledge to perform professional tasks for a labour market which is continuously changing (Asghari, 2021;Wärvik & Lindberg, 2018). This means that the CNC teacher's teaching is adapted to, and the CNC student's learning is based on, future employment as a CNC-operator.…”

Att utbilda till anställningsbara industriarbetare: Industrilärares berättade erfarenheter om yrkesdidaktik

“…Industrilärare kan också baserat på sina livs-och yrkeserfarenheter bedöma om en industrielev har tillräckliga kunskaper för att möta de förändrade yrkeskraven inom verkstadsindustrin efter avslutad yrkesgymnasieutbildning, och om yrkesutbildningen för eleven leder till någon anställning inom yrket eller inte (Asghari, 2018). Detta kan också vara en anledning till att vissa yrkeslärare anser att vissa yrkeskunskaper, som härstammar från mästarlärlingstraditionen och som är nödvändiga för att få anställning, inte helt överensstämmer med Skolverkets läroplaner och kursplaner (Asghari, 2021). I sådana fall kan vissa yrkeskunskaper som krävs för anställning bedömas som viktigare än de som föreskrivs i Skolverkets läroplaner och kursplaner (Asghari & Kilbrink, 2018).…”

Profesjonskvalifisering for yrkesfaglærere

“…Yrkesfaglaererutdanningen i Finland og Danmark er i omfang lik PPU-y (60 ECTS). En reform i den svenske yrkesfaglaererutdanningen halverte utdanningstiden fra 180 til 90 ECTS i 2011, og det er forsket på konsekvenser av endringene, knyttet til opptak til og ansettelse etter utdanningen (Asghari & Berglund, 2020;Johansson, 2019) og utforming av studieplaner (All et al, 2018;Andersén et al, 2019). Spørsmål om identitetsutvikling i laererutdanningen og spenninger i overgangen fra erfaren yrkesutøver til yrkesfaglaerer, er undersøkt i både Danmark (Duch, 2016;Duch & Andreasen, 2017), i Sverige (Fejes & Köpsén, 2014) og i Norge (Sarastuen, 2019(Sarastuen, , 2020a(Sarastuen, , 2020b.…”