umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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
The organisation around workplace learning in VET and its implications for teaching and learning critical thinking
Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.ORCID iD: 0000-0002-5308-7002
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0002-3737-3244
2019 (English)In: NERA 2019: Abstract book, 2019Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In European educational policy, ‘critical thinking’ is put forward as an individual analytical and civic competence of great importance in today’s society. In relation to vocational education and training (VET), where students navigate within and between school and working place contexts, the teaching and learning of critical thinking turns out particularly challenging, and necessary. The Nordic countries tend to put relative emphasis on critical thinking as part of the preparation for students to become active, critical workers and citizens (e.g. Fejes, Nylund, & Wallin, 2018). However, there is still sparse knowledge about critical thinking in relation to work place learning, why this study is a contribution to existing Nordic research. This paper aims at explore teaching and learning of critical thinking in VET, with focus on how the organisation around work place learning can enhance and/or hinder different forms of critical thinking.

To be able to unveil organisation principles and their consequences for what critical thinking can be, we use the concepts ‘classification’, ‘framing’ and ’pedagogic code’ (Bernstein, 2000). Knowledge about how the pedagogic code permeating a specific educational context in terms of classification and framing is constituted, helps to understand the outcome of critical thinking and the shapes it takes in various contexts.

The study draws on ethnographic data from a larger project collected 2016/2017 in five schools (Sweden) and two VET programmes: The Vehicle and Transport programme (VT) and the Health and Social care programme (HC). Preliminary results indicate three identified organisation models: a) a time-gathered workplace period, b) work-place practice a couple of days per week and the days spent in school were dedicated to academic subjects, and c) work-place practice a couple of days per week and the days spent in school were dedicated to both vocational and academic subjects. The organisation models did in turn generate different communication models: d) formalised meetings at the work-place with teacher, students and supervisor present, e) weekly visits by teachers at workplace with spontaneous conversations/discussions with student and/or supervisors; f) formalised conversations/discussions between teachers and students at the school every week. In HC, these were combined as a ‘a + d model’, and in VT as a ‘b + d/e model’ or a ‘c + d/f model’. These variants gave space to critical thinking to various degrees, and influenced what kinds of critical issues that could be addressed and discussed. In the paper, the identified VET practices of teaching and learning critical thinking will be discussed in the wider framework of localized citizenship education.

Place, publisher, year, edition, pages
2019.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-167403OAI: oai:DiVA.org:umu-167403DiVA, id: diva2:1386652
Conference
NERA 2019 : Education in a globalized world, Uppsala, Sweden, March 6-8, 2019
Available from: 2020-01-18 Created: 2020-01-18 Last updated: 2020-01-20Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

PDF

Authority records BETA

Rönnlund, MariaRosvall, Per-Åke

Search in DiVA

By author/editor
Rönnlund, MariaRosvall, Per-Åke
By organisation
Department of applied educational science
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 1 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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