umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Staying in the comfort zones: low expectations in vocational education and training mathematics teaching in Sweden and Finland
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0002-3737-3244
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0003-3910-0319
Institute of Behavioural Sciences, University of Helsinki, Finland.
2017 (Engelska)Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, nr 4, s. 425-439Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher–student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observations and interviews, conducted in three upper secondary institutions, two in Sweden and one in Finland. The results indicate that both teachers and students seem to remain in what might be called their ‘comfort zones’, i.e. that pedagogic practices tend to strengthen the idea of a vocational learner as being practically oriented; using their hands instead of their heads and in need of care and surveillance. The analysis focuses on mathematics teaching rather than on the content and was chosen because it is associated with general qualifications and the notion of lifelong learning. In this respect it exemplifies the growing tension in VET between workplace and academic knowledge.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2017. Vol. 16, nr 4, s. 425-439
Nyckelord [en]
Mathematics education, vocational education, teacher response, educational sociology
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-125962DOI: 10.1177/1474904116669154ISI: 000403653400004OAI: oai:DiVA.org:umu-125962DiVA, id: diva2:973990
Forskningsfinansiär
VetenskapsrådetTillgänglig från: 2016-09-23 Skapad: 2016-09-23 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Rosvall, Per-ÅkeHjelmér, Carina

Sök vidare i DiVA

Av författaren/redaktören
Rosvall, Per-ÅkeHjelmér, Carina
Av organisationen
Institutionen för tillämpad utbildningsvetenskap
I samma tidskrift
European Educational Research Journal (online)
Pedagogiskt arbete

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 240 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf