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Yrkesutbildning på gränsen mellan skola och arbetsliv: en intervjustudie om yrkeslärares och handledares arbete med arbetsplatsförlagt lärande
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5602-3138
2021 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Vocational education at the border between school and working life : an interview study of vocational teachers' and supervisors' work with workplace-based learning (English)
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 [en]
Vocational teachers, vocational education and training, work­place-based learning, supervisors, situated learning
Keywords [sv]
Yrkeslärare, yrkesutbildning, arbetsplatsförlagt lärande, handledare, situerat lärande
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-181002DOI: 10.3384/9789179290481ISBN: 9789179290474 (print)ISBN: 9789179290481 (electronic)OAI: oai:DiVA.org:liu-181002DiVA, id: diva2:1611386
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
List of papers
1. Handledare och handledning: gymnasial yrkesutbildning på förskola
Open this publication in new window or tab >>Handledare och handledning: gymnasial yrkesutbildning på förskola
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [sv]

denna licentiatuppsats presenteras en kvalitativ studie om handledning för yrkeslärande och yrkesutbildning på arbetsplatsen. Syftet med studien har varit att identifiera hur handledare för elever från gymnasieskolans Barn- och fritidsprogram beskriver att de handleder och agerar för att eleverna ska komma in i förskolans praktikgemenskap. Studien utgår från ett sociokulturellt perspektiv och det empiriska materialet består av semistrukturerade intervjuer med handledare på förskolan. Studien visar att handledning kan gå till på olika sätt och att de sätt handledaren väljer att agera på får konsekvenser för både praktikgemenskapen och eleven. Studien kan även ses bidra till att föra arbetsplatsen och gymnasieskolan närmare varandra genom att uppmärksamma de handledare som är satta att genomföra den mest yrkesnära delen av utbildningen – elevernas arbetsplatsförlagda tid – och bidra till en ökad förståelse för handledningens möjligheter och konsekvenser för alla gymnasieskolans yrkesutbildningar.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 99
Series
LiU-PEK-R ; 259
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:liu:diva-112440 (URN)10.3384/lic.diva-112440 (DOI)LIU-PEK-R-259 (Local ID)978-91-7519-269-7 (ISBN)LIU-PEK-R-259 (Archive number)LIU-PEK-R-259 (OAI)
Presentation
2014-05-28, I:207, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-11-26 Created: 2014-11-26 Last updated: 2021-11-15Bibliographically approved
2. A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work
Open this publication in new window or tab >>A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work
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
Keywords
Vocational teacher; work-based learning; relational work; community of practice; boundary crossings
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-156343 (URN)10.3384/njvet.2242-458X.199189 (DOI)
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2023-02-07Bibliographically approved
3. Creating continuity between school and workplace: VET teachers in-school work to overcome boundaries
Open this publication in new window or tab >>Creating continuity between school and workplace: VET teachers in-school work to overcome boundaries
2022 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 74, no 4, p. 682-700Article in journal (Refereed) Published
Abstract [en]

VET typically takes place at two educational sites: in VET school and at the workplace. The focus of this article is to analyse how Swedish VET teachers from three different VET programmes create sameness and continuity between in-school training and work-based learning (WBL). Based on qualitative interviews with teachers, their work in connecting these two educational sites is analysed. The article presents findings suggesting that VET teachers overcome the gap between in-school training and WBL by using the boundaries between them in different ways. One category of teachers states that they have everything connected to the intended community of practice (the workplace) in their workshop, and their teaching is embedded in practice. Another group compartmentalises the boundaries between school and workplace as they make students aware of differences between the two sites. The final category of VET teachers consists of those who do not have a workshop as classroom and must therefore actively create connections in their teaching practice, without the intended community of practice being represented at school except through the teachers and students own experience. This study can contribute to VET teachers awareness of the resources available to facilitate learning at the boundary between school and the workplace.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022
Keywords
Vocational education; vocational teacher; workplace learning; boundary crossing
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-171527 (URN)10.1080/13636820.2020.1829009 (DOI)000584054600001 ()
Available from: 2020-11-20 Created: 2020-11-20 Last updated: 2022-11-18

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