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Ökad elevdelaktighet och måluppfyllelse genom språkutvecklande problemlösning
No full textI artikeln beskrivs ett forsknings- och utvecklingsprojekt inom ramen för ULF, där en forskare från Linköpings universitet samarbetade med åtta lärare från en F-9 skola. Syftet med projektet var att identifiera och implementera ett enhetligt arbetssätt för matematiklärarna på skolan för att förbättra undervisningen i problemlösning och öka elevernas engagemang och kunnande. Genom att tillämpa modellen ”De 5 undervisningspraktikerna”, och främja aktiv och engagerande undervisningsmetodik, strävade projektet efter att skapad en enhetlig och effektiv modell för matematikundervisning. Detta uppnåddes genom att inhämta kunskap om modellen och låta lärarna planera och genomföra lektioner med fokus på problemlösning enligt denna modell
Predicting drop-out during initial training among volunteer firefighters
No full textThis article looks at the drop-out rate among volunteer firefighters during their initial training. It is based on data collected in France. It uses a mixed approach to identify profiles likely to leave their commitment quickly during initial training. Profile data from 330 individuals still in employment and 42 dropouts were used. The results show that women, individuals with prior knowledge of the environment, and city dwellers are more likely to drop out, while individuals from advantaged socioeconomic backgrounds will continue their involvement. Adjustments in communication, environmental management and mission specialisation could help retain volunteers and limit the risk of early drop-out. This study addresses a particularly important issue at a time when the recruitment of volunteer firefighters is posing significant challenges around the world
Emancipating older learners: On the problems of naïve consciousness and the enlightened teacher
No full textThe tension between education and emancipation is a recurrent theme in educational philosophy but remains comparatively neglected in critical educational gerontology (CEG). CEG is a philosophical strand in older adult education aiming at the social emancipation of older learners. CEG links radical emancipation to the outcome of raising older learners’ presumed naïve consciousness with the help of an enlightened teacher. In this essay, we argue that the logic of radical social emancipation features theoretical contradictions at its roots, which translate into empirical ambiguities when employed to raise older learners’ consciousness. We address two problems: (1) older learners’ naïve consciousness and (2) its subsequent dependence on teachers’ critical consciousness. To solve these problems, we propose Jacques Rancière’s logic of educational emancipation, focusing on the individual’s capacity to learn by presuming intellectual equality as a pre-condition for learning rather than an outcome as with CEG. By treating this perspective in older adult education, we hope to emancipate CEG itself by refocusing its scope primarily on the educational realm
Öppna nätbaserade kurser som resurser för undervisningsutveckling i det utvidgade kollegiet
No full textLärarfortbildning genom kollegialt lärande i arbetslaget är vanligt i svenska skolor. Men vad händer om fortbildningen istället sker digitalt i det ”utvidgade kollegiet” via öppna nätbaserade kurser (Massive Open Online Course, förkortat MOOC)? I denna text kommer jag att presentera ett konkret exempel på en MOOC med temat partikelacceleratorer och sedan reflektera över potentialen i sådana kurser för kollegialt lärande kring undervisning inom STEM-ämnen. Utifrån vad forskning säger om lärarfortbildning reflekterar jag över för- och nackdelar jämfört med traditionellt kollegialt lärande, och hur MOOC:ar kan komplettera det traditionella upplägget
Hänsyn till elevers vetenskapliga kapital kan användas för att utveckla intresseväckande undervisning
No full textElever har varierande kunskaper om och erfarenheter från naturvetenskap och teknik, och det har betydelse för elevernas möjligheter att intressera sig för dessa ämnen. Om lärare tar hänsyn till elevernas personliga relationer till ämnena så kan undervisningen utvecklas och fler elever bli intresserade. Ett sätt att ta större hänsyn är att uppmärksamma och utgå från elevers naturvetenskapliga och tekniska kapital vid utformning av undervisningen. Syftet med den här texten är att ge läsaren en introduktion till begreppet vetenskapligt kapital och presentera en modell för hur det kan användas som ett verktyg för att utveckla undervisning
Boundary objects as a starting point for reflective learning in vocational education and training classrooms
No full textThis article examines the use of thematic assignments developed by vocational education and training (VET) teachers in Norway that focus on students’ work practices. In the Norwegian VET system, students attend two years of upper secondary school, followed by two years of apprenticeship at the workplace. The aim of the article is to point out how their work practice experiences can be brought back into the classroom by using specific boundary objects called ‘thematic assignments’. The article examines the following research question: How does working with boundary objects in the classroom contribute to students’ understanding and elaboration of vocational concepts? The data sources consist of semi-structured observations in the classroom and diaries written by the students during their work placements. This study is based on the idea of boundary crossing, using reflection and writing tasks to support students’ elaboration of vocational concepts. The discussion argues that the classroom is an appropriate environment for the elaboration of technical terms, that is, the development of vocational concepts via a specific boundary object. This article also discusses writing diaries as a starting point for students’ reflections to support the development of naive vocational concepts into more elaborate ones through experiencing their use in the workplace
Leadership and knowledge sharing in vocational education and training
No full textThis is a text about how different management practices can affect knowledge sharing in vocational education. Data comes from a qualitative study of the Norwegian ‘Vocational Teacher Training Initiative Programme’. The text is based on the premise that different management practices can create varying relationships between external, formulated requirements for knowledge development and internal processes for sharing knowledge. Sekkingstad and Glosvik (2022) have previously identified three main categories of management practices: ‘management of operations’, ‘leadership through system and plan’, and ‘systemic leadership’. These characterise overlapping reflections between school managers and in the management groups in five upper secondary schools. The practices are used as analytical tools, and nine categories with relevance to the research questions are identified and presented as results.
The main message is that the three practices are intertwined, but that ‘management of operations’ dominates. The main finding is that one practice puts the teacher at the centre, another the school as an organisation, and the third the needs of the pupils. Management practices in vocational education thus have an impact on what is perceived as collective learning. The results are first discussed in light of a perspective on organisational learning (Pedler et al., 2019), then in light of general approaches to school and educational leadership
Vocational knowing and becoming in VET and VTE: How bringing them together can provide new insights for vocational pedagogies:
No full textThis article addresses how vocational knowing and becoming are cultivated in vocational education and training (VET) as part of upper secondary and adult education, as well as in vocational teacher education (VTE). It is based on a study within a Swedish government initiative aimed at promoting the development of school-relevant research and educational practice in partnership between the academia and the school sector and draws on interviews with VET and VTE teachers. Our findings show that VET and VTE teachers share similar ideas of what a good teacher is and does, and how these qualities are cultivated through participation in various communities of practice. VET and VTE teachers also share ideas of what their students need to become skilled professionals. These ideas include critical judgement, the integration of theory and practice, ethical reflection, and the propensity to handle diversity and relate to the Other. We identify and discuss these as aspects of VET and VTE teachers’ vocational phronesis. Implications for VTE include the need for supporting students’ educational journeys, developing teachings strategies for vocational phronesis and reflecting on the purpose of education
Academic drifts in vocational, professional, and continuing education: A multi-perspective approach for the case of Switzerland
No full textIn this article, we examine the phenomenon of ‘academic drifts’ within vocational education. Our objective is to gain a well-informed epistemic understanding of various aspects of academic drifts, considering their complexity and enabling meaningful conclusions. By heuristically exploring three different cases at their systematic, institutional, and functional levels, as well as temporal junctures of the Swiss education system, we show the different developments in the distribution of vocational and academic education, leading to a broader and less simplistic understanding of ongoing academic drifts. The cases under study cover three areas of vocational education in which we want to empirically identify aspects of academic drifts: vocational education teacher training, professional education and training, and continuing education and training at universities. We find that all three cases show different variations in academic drifts within the same education system, which is why we deliberately speak in the plural. According to our thesis, these drifts create different areas of tension for vocational education: academic drifts appear as external and internal tertiarisation, formalisation of qualifications and competences, and marketisation trends in education. The Swiss education system serves as an example, demonstrating that even in a country with a strong focus on vocational education and measures to support it, intended and unintended academic drifts take place within and around vocational education
Permaculture as Richard Bauckham’s Living with Other Creatures: : A Prefigurative Symbol for Messianic Redemption in Nature
No full textTo have moral standing to blame is to have a right to blame. But what kind of right is it, and what follows from having or lacking standing? I will argue that moral standing to blame should be understood as a power according to Wesley Hohfeld’s classification of rights (1913). It is a normative power to call for an uptake of blame from someone who is liable to blame, i.e., someone who is blameworthy. The function of standing norms, I will argue, is to protect the freedom and interests of persons who are or could be blamed. I make three further claims in distinction to recent scholarship on standing: I argue that the concept of standing does not apply at all to private blame, only to expressed blame; I claim that standing cannot be understood as only a privilege-right; and I argue that there is not a conceptual asymmetry between standing to blame and standing to forgive