Introducing a critical dialogical model for vocational teacher education

Authors

  • Daniel Alvunger Linnæus University, Sweden
  • Carl-Henrik Adolfsson Linnæus University, Sweden

DOI:

https://doi.org/10.3384/njvet.2242-458X.166153

Keywords:

Vocational teacher education, theory and practice, critical hermeneutics, dialogue seminars, learning capital

Abstract

The purpose with this article is to conceptualise and present what is referred to as a critical dialogical model for vocational teacher education that takes into account the interaction between theory/research and practice/experiential knowledge. The theoretical framework for the model is based on critical hermeneutics and the methodology of dialogue seminars with the aim to promote the development of a ‘critical self’ among the vocational teacher students. The model enacts an interface between theory and practice where a number of processes are identified: a reflective-analogical process, a critical-analytical process and an interactive critical self-building process. In order to include a theoretical argument concerning the issue of content, the concept of ‘learning capital’ and its four sub-categories in terms of curricular capital, instructional capital, moral capital and venture capital is used. We point at content-related aspects of student learning and how a critical self has the potential to promote various kinds of ‘capital’ and capacity building that may be of importance in the future work-life of the vocational teacher student.

References

Adolfsson, C-H., & Håkansson, J. (2014, September). Learning schools in Sweden – principals understanding of on-going school improvement in an era of accountability. Paper presented at the European Conference on Educational Research (ECER), Porto, Portugal.

Alvunger, D. & Nelson, B. (2014). Journeys in search of the Baltic Sea teacher – Cross-border collaboration and dialogues within the Cohab project. Växjö: Linnæus University.

Backlund, G. (2006). Om ungefärligheten i ingenjörsarbete [On the approximativity in engineering]. Stockholm: Dialoger.

Bron, A. & Wilhelmson, L. (2005). Lära som vuxen. In A. Bron, & L. Wilhelmson (Eds.), Lärprocesser i högre utbildning [Learning processes in higher education] (pp. 8–19). Stockholm: Liber.

Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Teacher Education, 24(1), 249–305. DOI: 10.3102/0091732X024001249

Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance. Practicioner research for the next generation. New York: Teacher’s College Press.

Dewey, J. (1929). On the sources of a science of education. New York: Horace Liveright.

Ennals, R. (2014). Responsible management: Corporate responsibility and working life. Heidelberg: Springer. DOI: 10.1007/978-3-642-55401-8

Fritzell, C. (2009). Generaliserbarhet och giltighet i pedagogisk forskning och teoribildning [Generalizability and validity in educational research and theory]. Pedagogisk Forskning i Sverige, 14(3), 191–211.

Gadamer, H-G. (1994). Truth and method. New York: Continuum.

Gougoulakis, P., & Borgström, L. (2006). Om kunskap, bildning och lärande – perspektiv på vuxnas lärande. In P. Gougoulakis, & L. Borgström (Eds.), Vuxenantologin. En grundbok om vuxnas lärande [The adult anthology. A book on adult learning] (pp. 23–52). Stockholm: Bokförlaget Atlas.

Göranzon, B., & Hammarén, M. (2006). The Methodology of the dialogue seminar. In B. Göranzon, M. Hammarén, & R. Ennals (Eds.), Dialogue, skill and tacit knowledge (pp. 57–68). Chichester: John Wiley & Sons Ltd.

Göranzon, B. (2009). Det praktiska intellektet. Datoranvändning och yrkeskunnande [The practical intellect. Computing and professionalism]. 2nd ed. Stockholm: Santérus förlag.

Habermas, J. (1994). Samhällsvetenskapernas logik [On the logic of the social]. Göteborg: Daidalos.

Habermas, J. (1995). Kommunikativt handlande. Texter om språk, rationalitet och samhälle [Communicative action. Texts about language, rationality and society]. Göteborg: Daidalos.

Hammarén, M. (2002). Yrkeskunnande, berättelser och språk. In P. Tillberg (Ed.), Dialoger – om yrkeskunnande och teknologi [Dialogues – professional knowledge and technology] (pp. 336–344). Stockholm: Föreningen Dialoger.

Håkansson, J., & Sundberg, D. (2012). Utmärkt undervisning. Framgångsfaktorer i svensk och internationell belysning [Excellent teaching. Success factors in Swedish and international perspective]. Stockholm: Natur och Kultur.

Johannessen, K. (2002). Det analogiska tänkandet. In P. Tillberg (Ed.), Dialoger – om yrkeskunnande och teknologi [Dialogues – professional knowledge and technology] (pp. 288–299). Stockholm: Föreningen Dialoger.

Johnsen, H.C.G, & Ennals, R. (Eds.) (2012). Creating collaborative advantage: Innovation and knowledge creation in regional economies. Farnham: Gower.

Kamens, D., Meyer J., & Benavot, A. (1996). Worldwide patterns in academic secondary education curricula. Comparative Education Review, 40(2), 116–132. DOI: 10.1086/447368

Kögler, H. (1996). The power of dialogue: Critical hermeneutics after Gadamer and Foucault. Cambridge: MIT Press.

Lester, S., & Costley, C. (2010). Work-based learning at higher education level: Value, practice and critique. Studies in Higher Education, 35(5), 561–575. DOI: 10.1080/03075070903216635

Lindqvist, P. (2015). Ödmjuk orubblighet: En avgörande (och rimlig) kvalitet i lärares yrkeskunnande [Tenacious humility: One (reasonable) ingredient of teacher quality]. Nordisk Tidskrift för Allmän Didaktik, 1(1), 61–74.

Mouwitz, L. (2006). Matematik och bildning – berättelse, gräns, tystnad [Mathematics and education – narrative, border, silence]. Stockholm: Dialoger.

Raelin, J.A. (1998). Work-based learning in practice. Journal of Workplace Learning, 10(7), 280–283. DOI: 10.1108/13665629810236183

Rata, E. (2012). The politics of knowledge in education. British Educational Research Journal, 38(1), 103–124. DOI: 10.1080/01411926.2011.615388

Ratkic, A. (2006). Dialogseminariets forskningsmiljö [The research environment of the dialogue seminar]. Stockholm: Dialoger.

Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271. DOI: 10.1080/0022027032000148298

Uljens, M. (2015). Curriculum work as educational leadership – Paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1), 22–30. 10.3402/nstep.v1.27010

Åberg, S. (2008). Spelrum. Om paradoxer och överenskommelser i musikhögskolelärarens praktik [Spelrum. On paradoxes and agreements in the practise of higher musical education]. Stockholm: Dialoger.

Downloads

Published

2016-02-19

How to Cite

Alvunger, D., & Adolfsson, C.-H. (2016). Introducing a critical dialogical model for vocational teacher education. Nordic Journal of Vocational Education and Training, 6(1), 53–75. https://doi.org/10.3384/njvet.2242-458X.166153

Issue

Section

Peer-reviewed research articles