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  • 1.
    Fjellström, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Project-based vocational education and training: opportunities for teacher guidance in a Swedish upper secondary school2015Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 67, nr 2, s. 187-202Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on affordances in a PBVET. The aim of this study is to describe and analyse teachers’ perception on opportunities for teacher guidance provided in a PBVET. From this broad aim, the following research question is addressed: how do teachers view PBVET as (a) framing possibilities for their practice, (b) affecting students’ learning and (c) presenting challenges in this learning environment? Adopted methods for this study are observations and interviews. Observations were made at a PBVET worksite, which were then used in stimulated recall interviews. The findings show that this PBVET affects both teachers’ opportunities to perform teacher guidance as well as students’ possibilities for learning. This appears to be related to the structure in this PBVET which can be seen as operating within different activity systems. Hence, an interaction between these systems is likely the most important issue that needs to be resolved when conducting vocational education as a PBVET.

  • 2.
    Hauer, Esther
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    Nordlund, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    Westerberg, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för geografi och ekonomisk historia, Kulturgeografi, Transportforskningsenheten (TRUM).
    Intervening with care: varying outcomes of a training and development programme in elderly care in Sweden2017Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 69, nr 4, s. 617-636Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Awareness of the mechanisms underlying training and development (T&D) programmes is crucial in creating sustainable learning conditions in organisations. The organisational and psychosocial aspects of the work environment in Swedish elderly care is the focus of this longitudinal study, and the relation between process and results of a T&D programme is investigated. A mixed-methods design enabled exploration of the content of the quality improvement efforts, followed by an examination of how aspects of the work environment are influenced. The perceived learning climate, workload and resource adequacy are shown to be influenced differently by different contents. Insights into the complexity surrounding T&D programmes are then offered. It is concluded that even if a seemingly sound method of quality improvement is implemented, this is not enough to guarantee success. Also, it is apparent that changes may sometimes be at the expense of employees' work environment, which may hamper continuous learning.

  • 3.
    Holmgren, Robert
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Haake, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Firefighting training at a distance: a longitudinal study2019Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, nr 1, s. 65-86Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents an analysis of a five-year study on the implementation of a technology-supported distance programme in Swedish firefighter training. Based on activity theory and four interview studies, the attention is directed to firefighter instructors' perceptions and use of digital technologies with a focus on challenges, contradictions and changes. Two phases are identified, viz an implementation phase and a dissemination phase. During the implementation phase a clear contradiction emerges regarding how the object of the training should be interpreted, which results in the instructors responsible for the implementation reconsidering previous beliefs and, with the support of digital technologies, developing more theoretical and process-oriented approaches and improving the course design. However, during the dissemination phase, when all instructors are involved, a number of conflicts and dilemmas emerge, resulting in the changes achieved in the distance programme to some extent being normalised in the direction of the instructor-centred and exercise-oriented approaches of the campus programme. The article concludes with a discussion about contradictions as well as opportunities that may emerge during the implementation process of a vocational technology-supported distance programme.

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  • 4.
    Ledman, Kristina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rosvall, Per-Åke
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Nylund, Mattias
    Göteborgs universitet.
    Gendered distribution of ‘knowledge required for empowerment’ in Swedish vocational education curricula?2018Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, nr 1, s. 85-106Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms.

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  • 5.
    Niemi, Anna-Maija
    et al.
    Helsinki university.
    Rosvall, Per-Åke
    Framing and classifying the theoretical and practical divide: how young men’s positions in vocational education are produced and reproduced2013Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 65, nr 4, s. 445-460Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research material from ethnographic studies of vocational upper secondary educational programmes in Finland and Sweden presented here indicates that the discourse of schoolwork as being either theoretical or practical is firmly fixed. However, the students on the researched programmes were aware of recent changes in the labour market that raise a need for generalisation, or at least knowledge of both practical and theoretical aspects of their programme-specific subjects. They referred to the changes with notions suggesting that a practical and theoretical divide was neither meaningful nor helpful for their education. We discuss how a stereotyped idea of what was thought of as ‘man’s work’ made it difficult for students who wanted to accomplish tasks considered as theoretical and how the teachers’ framing of pedagogic practice intensified or ameliorated this difficulty. We also address the dichotomy between theoretical and practical by contemplating students’ positions within different pedagogical practices. We suggest that some kinds of practices might diminish the dichotomy and could improve the students’ possibilities for fully engaging in their studies.

  • 6.
    Rantatalo, Oscar
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Sjöberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Supporting roles in live simulations: how observers and confederates can facilitate learning2019Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, nr 3, s. 482-499Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

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  • 7.
    Sjöberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Why don’t they catch the baby?: a study of a simulation of a critical incident in police education2014Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 66, nr 2, s. 212-231Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Vocational education should prepare students for the professional demands of the work. In police education, one way to accomplish this is to simulate specific situations so that students may develop professional knowledge. This article aims to increase the understanding of how simulations support learning of knowledge and skills by investigating how participants make sense of the critical incident they are involved in. To accomplish this, in this study, we have focused on the actions and utterances of the participants. We also used video analysis to analyse the actions of a student police patrol in a simulated critical incident. The participants’ passive actions did not fully mimic a critical incident suggesting that they defined the situation as a passive educational situation. The results demonstrated that simulation-based exercises’ possibilities for supporting vocational learning depend on such factors as authenticity, role-playing and ‘simulation competency’.

  • 8.
    Sjöberg, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The impact of preparation: conditions for developing professional knowledge through simulations2015Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 67, nr 4, s. 529-542Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines simulations of critical incidents in police education by investigating how activities in the preparation phase influence participants’ actions and thus the conditions for learning professional knowledge. The study is based on interviews in two stages (traditional and stimulated recall interviews) with six selected students and video analysis of one student police patrol’s short-term preparation. The results showed that simulation and associated activities informed the students of their responsibilities and pre-determined tasks without effectively helping them to cope with the situation. The analysis suggests that an understanding of the social and interactional requirements for producing the kind of situation that the students were to be trained for and learn from were not mediated. Thus our conclusion is that good conditions for learning in and through simulations require a simulation competence among the participants and that it is a responsibility of the instructors to consider how this competence is to be developed.

  • 9.
    Westerberg, Kristina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    Hjelte, Jan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete. UFFE, Social Services, Umeå, Sweden.
    The impact of elderly care competenceand quality improvement programme in four Swedish municipalities2013Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 65, nr 3, s. 319-332Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    During a number of years Swedish municipalities have work with improvment of competence and long-term quality in elderly care. The overall aim of the present study was to compare different learning activities (workplace improvement and/or courses), and to relate these activities to learning climate, learning strategies, and perception of care quality. In addition, the effect of organisational changes was tested. Four Swedish municipalities were selected and 219 nursing assistants filled in a questionnaire (response rate, 58%). Documentation of the learning activities was collected. A two-way multivariate analysis of variance was computed to answer the research questions. The results showed that there was a main effect for learning activities and organisational change on learning climate and learning strategies, but not on the perception of care quality. A combination of courses and workplace improvement practices yielded better results compared with only one of these activities, and organisational changes had a negative effect. The results suggest that the workplace should not only be regarded as an area for non-formal training but should also be included as a part of a training programme. Organisational changes should be avoided during the programme, otherwise the expected effects of the time and effort invested may be wasted.

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