Introducing a critical dialogical model for vocational teacher education
DOI:
https://doi.org/10.3384/njvet.2242-458X.166153Keywords:
Vocational teacher education, theory and practice, critical hermeneutics, dialogue seminars, learning capitalAbstract
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
How to Cite
Issue
Section
License
Copyright (c) 2016 Daniel Alvunger, Carl-Henrik Adolfsson

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
NJVET is an open access journal, this means anyone can access, freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the Nordic network for vocational education and training (NordYrk) in publishing the journal. From 2021 NJVET publishes all articles under the Creative Commons License CC-BY 4.0.
The core idea of open access is that copyright remains with the authors. However, we publish with the agreement of the authors that if they decide later to publish the articles elsewhere, the publisher will be notified, prior to any acceptance, that the article has already been published by NJVET.
When publishing with NJVET, it is with the agreement of the authors that if they make their articles available elsewhere on the internet (for example, on their own websites or institutional websites), that they will do so by making links to the articles as published in NJVET using the Digital Object Identifier (DOI) numbers of the articles and acknowledge in the text of the sites that the articles have been previously published in NJVET.