Workplace Learning for School-Based Apprenticeships: Tripartite Conversations as a Boundary-Crossing Tool

Andersson, Ingela

doi:10.1007/978-981-10-8857-5_14

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…Here, organizational conditions were secured as integration was part of the school concept. However, collaboration between supervisors and the school has not been developed (Andersson 2018). This implies that the vocational link in teaching was dependent on teachers' input of experiences from the vocation, that enabled the students to adopt these as secondary experiences as they did not have any experience of their own to connect to.…”

Section: Discussionmentioning

confidence: 99%

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Christidis

Lindberg

2019

Vocations and Learning

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The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher-student interaction and the tools chosen to support the subjectintegrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers' narratives were used to complement these examples. Students' argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.

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Section: Discussionmentioning

confidence: 99%

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Christidis

Lindberg

2019

Vocations and Learning

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“…In Sweden, school-based VET programmes must contain periods of work placement, and in the apprenticeship model-which is another model of VET-the apprentice spends a substantial proportion of time at a workplace with a supervisor. A general argument is that micro and nano curriculum making that occurs between school and workplace contexts is characterised by conflicting goals, aims and values (Andersson, 2018;Berglund, 2009;Berner, 2010;Fjellström, 2014;Fjellström, 2017;Fjellström & Kristmansson, 2016;Mårtensson, 2021;Tyson, 2016). These tensions may come from the strong interests of industries and companies that put pressure on schools to adapt their organisation, curriculum and syllabi.…”

Section: Teaching Learning and Assessment Practicesmentioning

confidence: 99%

“…Berner (2010) emphasises that teachers commit to a boundary-work comprised by sensemaking of school-based everyday activities, on the one hand, and a 'reaffirmation' of the boundaries between school and work while reconstructing workplace experiences and using them for teaching practices, on the other hand. Andersson (2018) points at the tripartite conversation between teacher, student/apprentice and supervisor as a key boundary-crossing tool for curriculum making, creating coherence and negotiation between school and workplace learning. The assessment actions of VET teachers can be described as border work for supporting students' transitions between school and the workplace (Berglund, 2020).…”

Section: Teaching Learning and Assessment Practicesmentioning

confidence: 99%

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Alvunger

2024

IJRVET

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Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

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“…These challenges have contributed to the emergence of new VET practices intended to support students' learning across sites (Aarkrog, 2011;Sappa et al, 2016). One example is school based digital tools that support students learning in workplaces (Nore & Lahn, 2014), another is the creation of a shared space for communication about learning objectives of mutual interest (Andersson, 2018;Nielsen et al, 2021;Virtanen, 2014). What these potentially new ways of organizing vocational education mean in relation to vocational didactics may be further explored in relation to specific VET models, and the national research fields.…”

Section: Traces Of Vocational Didactics In Vet Researchmentioning

confidence: 99%

Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training

Wyszynska Johansson,

Andersson

2024

IJRVET

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Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

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Workplace Learning for School-Based Apprenticeships: Tripartite Conversations as a Boundary-Crossing Tool

Cited by 6 publications

References 17 publications

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training

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