Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning
The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ingela Andersson [verfasserIn] Viveca Lindberg [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Dänisch ; Englisch ; Norwegisch ; Schwedisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Nordic Journal of Vocational Education and Training - Linköping University Electronic Press, 2016, 12(2022), 1 |
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| Übergeordnetes Werk: |
volume:12 ; year:2022 ; number:1 |
| Links: |
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| DOI / URN: |
10.3384/njvet.2242-458X.221211 |
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DOAJ070381070 |
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| 520 | |a The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. | ||
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10.3384/njvet.2242-458X.221211 doi (DE-627)DOAJ070381070 (DE-599)DOAJdb685b6c657647c89d1a00af455373e5 DE-627 ger DE-627 rakwb dan eng nor swe LC8-6691 Ingela Andersson verfasserin aut Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. activity theory qualitative content analysis student perspective upper secondary apprenticeship education work-based learning Special aspects of education Viveca Lindberg verfasserin aut In Nordic Journal of Vocational Education and Training Linköping University Electronic Press, 2016 12(2022), 1 (DE-627)866989668 (DE-600)2867312-8 2242458X nnns volume:12 year:2022 number:1 https://doi.org/10.3384/njvet.2242-458X.221211 kostenfrei https://doaj.org/article/db685b6c657647c89d1a00af455373e5 kostenfrei https://njvet.ep.liu.se/article/view/1836 kostenfrei https://doaj.org/toc/2242-458X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 12 2022 1 |
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10.3384/njvet.2242-458X.221211 doi (DE-627)DOAJ070381070 (DE-599)DOAJdb685b6c657647c89d1a00af455373e5 DE-627 ger DE-627 rakwb dan eng nor swe LC8-6691 Ingela Andersson verfasserin aut Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. activity theory qualitative content analysis student perspective upper secondary apprenticeship education work-based learning Special aspects of education Viveca Lindberg verfasserin aut In Nordic Journal of Vocational Education and Training Linköping University Electronic Press, 2016 12(2022), 1 (DE-627)866989668 (DE-600)2867312-8 2242458X nnns volume:12 year:2022 number:1 https://doi.org/10.3384/njvet.2242-458X.221211 kostenfrei https://doaj.org/article/db685b6c657647c89d1a00af455373e5 kostenfrei https://njvet.ep.liu.se/article/view/1836 kostenfrei https://doaj.org/toc/2242-458X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 12 2022 1 |
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10.3384/njvet.2242-458X.221211 doi (DE-627)DOAJ070381070 (DE-599)DOAJdb685b6c657647c89d1a00af455373e5 DE-627 ger DE-627 rakwb dan eng nor swe LC8-6691 Ingela Andersson verfasserin aut Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. activity theory qualitative content analysis student perspective upper secondary apprenticeship education work-based learning Special aspects of education Viveca Lindberg verfasserin aut In Nordic Journal of Vocational Education and Training Linköping University Electronic Press, 2016 12(2022), 1 (DE-627)866989668 (DE-600)2867312-8 2242458X nnns volume:12 year:2022 number:1 https://doi.org/10.3384/njvet.2242-458X.221211 kostenfrei https://doaj.org/article/db685b6c657647c89d1a00af455373e5 kostenfrei https://njvet.ep.liu.se/article/view/1836 kostenfrei https://doaj.org/toc/2242-458X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 12 2022 1 |
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The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. |
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The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. |
| abstract_unstemmed |
The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome. |
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning |
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https://doi.org/10.3384/njvet.2242-458X.221211 https://doaj.org/article/db685b6c657647c89d1a00af455373e5 https://njvet.ep.liu.se/article/view/1836 https://doaj.org/toc/2242-458X |
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2024-07-03T14:29:36.103Z |
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