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  • 1.
    Fjellström, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Kristmansson, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Constituting an apprenticeship curriculum2019Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, nr 4, s. 567-581Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.

  • 2.
    Fjellström, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kristmansson, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Learning as an apprentice: a comparative study on affordances for vocational learning in school and work life apprentice education2015Ingår i: Architectures for apprenticeship: achieving economic and social goals / [ed] Erica Smith, Philipp Gonon and Annette Foley, Melbourne: Australian Scholarly Publishing , 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    This comparative study comprises apprentices who are becoming construction workers and shop salesmen’s within two different apprenticeship systems in a Swedish context. Particularly in this paper, the aim is to study how affordances for vocational learning can be viewed through these educational contexts. The data collection includes interviews and documents related to respectively educational system. The findings show that there are similarities between the two apparent different educational systems. One conclusion is that workplace demands overcome the criteria in the steering documents. Consequently, there are apparent constraints between stated goals and the affordances offered by workplaces in both educational systems. Hence, they both develop vocational competencies according to workplace demands that correspond to workplace activities.

  • 3.
    Fjellström, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kristmansson, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Learning as an apprentice in Sweden: A comparative study on affordances for vocational learning in school and work life apprentice education2016Ingår i: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 58, nr 6, s. 629-642Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose - The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts.

    Design/methodology/approach - Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis.

    Findings - The results show that the affordances for learning in the examined educational systems are dependent on the learners' access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities.

    Originality/value - The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

  • 4.
    Kristmansson, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Gymnasial lärlingsutbildning på Handels- och administrationsprogrammet: En studie av lärlingsutbildningens förutsättningar och utvecklingen av yrkeskunnande2016Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is about the workplace-based part of the 2008-11 pilot project of upper secondary apprenticeship education (USAE) in the Business and Administration programme. The aim is to develop knowledge on the ways in which USAE is realised in the Business and Administration programme, and how students in this programme develop professional skills. A further aim is to shed light on the nature of professional skills in the retail industry in a historical as well as a contemporary perspective. The development of professional skills, and the conditions created for that process to take place is the particular focus of the thesis. Lave & Wenger´s (1991) theory of legitimate peripheral participation (LPP), Billetts (1996, 2002, 2006) theory of a workplace curriculum and Engeström´s (1987) activity theory are used for the analyses in the study. Data production was conducted mainly through interviews, observations, gathering of documents and participation in trilateral talks. Development and structural changes that have taken place on several levels in the retail sector have resulted in many professional skills becoming embedded in information technology. This, in combination with the current division of labour, means that apprentice students may have difficulties in reaching the more advanced tasks. The prevailing view among the general public on the retail industry as a low-status sector can also be traced back to its history. The steering documents did not appear to have any decisive significance for the content of the education. Instead, what may be termed the workplace curriculum, control the knowledge content that is made accessible. The conclusion must be, therefore, that the professional skills that apprentices can develop are narrow and specific for the workplace. The apprentices gain access to basic tasks related to the daily work at the workplace, but rarely have the opportunity to take part in the more advanced work-tasks. USAE students in the Business and Administration programme also experience difficulties in achieving deeper and so-called theoretical or abstract skills. This implies that instead of this more challenging work they are assigned tasks that are quantifiable and can be checked mechanically in matrices and checklists. The study shows that in the assessment work, professional skills have been downgraded and are considered as little more than social and interactive competence and employability. A crucial conclusion is that USAE does not constitute one unified activity system with a common underlying motive, but should rather be considered as two separate activity systems (school and workplace) with distinct cultural differences.

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