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Students' strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-8907-8709
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-2486-2663
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
2017 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, 1-19 p., ID: RJVE 1394357Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities.

Place, publisher, year, edition, pages
Taylor & Francis, 2017. 1-19 p., ID: RJVE 1394357
Keyword [en]
Vocational learning, apprenticeship, vocational identity, VET, students' strategies, vocational habitus
National Category
Sociology Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-142820DOI: 10.1080/13636820.2017.1394357OAI: oai:DiVA.org:liu-142820DiVA: diva2:1155023
Available from: 2017-11-06 Created: 2017-11-06 Last updated: 2017-12-14Bibliographically approved

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The full text will be freely available from 2018-10-23 11:35
Available from 2018-10-23 11:35

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Ferm, LisaGustavsson, MariaPersson Thunqvist, DanielSvensson, Louise
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • 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