liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5602-3138
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-1194-9708
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-1649-2690
2019 (English)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, no 1, p. 89-110Article in journal (Refereed) Published
Abstract [en]

A central part of Swedish vocational teachers’ work concerns their students’ work-based learning (WBL). The focus of this article is the character of the relational work carried out by teachers of vocational education and training (VET) concerning WBL. The qualitative study is based on 15 interviews with teachers on the upper-secondary level Child and Recreation, Building and Construction, and Handicraft programmes. The study is based on a situated learning perspective, and uses the concepts of community of practice, broker and boundary crossing. The findings highlight three central aspects of VET teachers’ relational work with WBL: recruiting workplaces for WBL, matchmaking between students and workplaces, and ‘firefighting’ to prevent and deal with problems that occur during WBL periods. The study contributes to the understanding of the work of VET teachers, as they cross the blurred boundaries between school and working life and strive to create a good learning environment for all students during WBL periods.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. Vol. 9, no 1, p. 89-110
Keywords [en]
Vocational teacher; work-based learning; relational work; community of practice; boundary crossings
National Category
Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-156343DOI: 10.3384/njvet.2242-458X.199189OAI: oai:DiVA.org:liu-156343DiVA, id: diva2:1305347
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2023-02-07Bibliographically approved
In thesis
1. Yrkesutbildning på gränsen mellan skola och arbetsliv: en intervjustudie om yrkeslärares och handledares arbete med arbetsplatsförlagt lärande
Open this publication in new window or tab >>Yrkesutbildning på gränsen mellan skola och arbetsliv: en intervjustudie om yrkeslärares och handledares arbete med arbetsplatsförlagt lärande
2021 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Vocational education at the border between school and working life : an interview study of vocational teachers' and supervisors' work with workplace-based learning
Abstract [sv]

I denna avhandling beskrivs och analyseras det arbete som yrkeslärare och handledare beskriver att de gör under arbetet med de arbetsplatsförlagda delarna (apl) av gymnasial yrkesutbildning. Med hjälp av teorier om situerat lärande och begrepp såsom praktikgemenskap, gränser och legitimt perifert deltagande synliggörs hur utbildning och lärande för ett yrke respektive arbetsplatsen påverkar varandra. Resultaten visar att handledning i huvud­sak beskrivs som avskild från arbetet och med reflektion som ett viktigt inslag. Handledning i direkt anknytning till arbetet lyfts sällan fram som en medveten del av arbetet som handledare. I yrkeslärarnas arbete med apl identifieras tre centrala uppgifter: att rekrytera handledare, att matcha dessa med yrkeseleverna, och att "släcka bränder" som uppstår under apl­perioderna. Vidare gestaltar sig och hanteras skillnaderna mellan skola och arbetsplats olika på de yrkesprogram som ingår i studien. Med stora likheter mellan undervisningsmiljö och arbetsplats kan konsekvensen bli att eleverna lämnas ensamma med att koppla vad som sker i skolan till deltagande på arbetsplatsen. När lärarna däremot behöver överbrygga stora skillnader mellan skolans och arbetsplatsens praktikgemenskap behöver detta ske varsamt för att inte förändra den praktikgemenskap lärarna utbildar för.

Abstract [en]

This dissertation describes and analyses the work thot vocational teachers and supervisors describe that they do during the work with the workplace­based learning (WBLJ ports of upper secondary vocational education. With the help of theories about situated learning and concepts such as community of practice, boundaries and legitimate peripheral participation, it is mode clear how education and learning for a profession and the workplace affect each other. The results show that supervision is mainly described as sepa­rate from the work and with reflection as an important element. Supervision in direct connection with the work is seldom highlighted as a conscious part of the work as a supervisor. In the vocational teachers' work with WBL three key tasks ore identified: ta recruit supervisors, to match these with the vocational students, and to 'extinguish fires' that occur during the WBL periods. The differences between school and workplace ore shaped and handled differently in the vocational programmes included in the study. With great similarities between the school and the workplace, the consequence eon be that students ore left alone linking what happens in school to participation in the workplace. When teachers need to bridge major differences between the school and the workplace’s internship community, this needs to be done carefully so as not to change the internship community the teachers train for.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2021. p. 119
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 232
Keywords
Vocational teachers, vocational education and training, work­place-based learning, supervisors, situated learning, Yrkeslärare, yrkesutbildning, arbetsplatsförlagt lärande, handledare, situerat lärande
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-181002 (URN)10.3384/9789179290481 (DOI)9789179290474 (ISBN)9789179290481 (ISBN)
Public defence
2021-12-10, I:101, I-huset, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2021-11-15 Created: 2021-11-15 Last updated: 2021-11-15Bibliographically approved

Open Access in DiVA

A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work(348 kB)726 downloads
File information
File name FULLTEXT01.pdfFile size 348 kBChecksum SHA-512
0ed5284c0824f7da78fb59acfa43e49b639de98e7a3c9a8a6b3c259045fb49a89b7ef21b672bd288570092eaa1d5b141e5c810aee11755492a01f2f1591cc90c
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records

Mårtensson, ÅsaAndersson, PerNyström, Sofia

Search in DiVA

By author/editor
Mårtensson, ÅsaAndersson, PerNyström, Sofia
By organisation
Education and Adult LearningFaculty of Educational Sciences
In the same journal
Nordic Journal of Vocational Education and Training
PedagogyLearning

Search outside of DiVA

GoogleGoogle Scholar
Total: 740 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 874 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf