Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning: [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]

Ingela Andersson; Viveca Lindberg

doi:10.3384/njvet.2242-458X.221211

Authors

Ingela Andersson University of Gothenburg
Viveca Lindberg Stockholm University

DOI:

https://doi.org/10.3384/njvet.2242-458X.221211

Keywords:

activity theory, qualitative content analysis, student perspective, upper secondary apprenticeship education, work-based learning

Abstract

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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