Uppgifter som medierande artefakter inom yrkeslärarutbildningen

[Assignments as mediating artefacts in vocational teacher education]

  • Katarina Lagercrantz All Stockholms Universitet, Institutionen för pedagogik och didaktik
  • Jan Pettersson Stockholms universitet, Sverige
  • Marianne Teräs Stockholms universitet, Sverige
Keywords: Artefacts, assignments, knowledge culture, vocational knowledge, vocational teacher education

Abstract

Vocational teacher students accomplish a number of different assignments, which are meaningful for their learning and future work as vocational teachers. In Sweden, this education is relatively short (90 ECTS), partly conducted as distance education. The students enter the education with previous vocational knowledge and experiences. The aim of this study was to explore and describe assignments the students face during their vocational teacher education. The study questions focused on what is a form of assignment as mediating artefact and what kind of vocational knowledge is required? Conceptual background involved the concepts of mediation, artefact, vocational knowledge and knowledge culture. The data consisted of 13 course overviews. The results suggested dominance of individual written assignments. Even though some assignments were identified as ‘doings’ like teaching. The assignments were complex involving several vocational knowledge dimensions and the students needed to navigate between different knowledge domains. Furthermore, the students were asked to integrate their previous vocational knowledge with pedagogical knowledge. The assignments as mediating artefacts were connected to different knowledge cultures.

References

Akre, V. & Ludvigsen, S.R. (2000). Att lära praktisk medicin. I K. Nielsen & S. Kvale (Red.), Mästarlära lärande som social praxis (s. 124–138). Lund: Studentlitteratur.

Ask, S. (2007). Vägar till ett akademiskt skriftspråk. Växjö: Växjö University Press.

Bennett, D. & Fisch, A. (2013). Infusing coteaching into the general education field experience. Interdisciplinary Journal of Teaching and Learning, 3(1), 18–37.

Billett, S. (2018). Student readiness and the integration of experiences in practice and education settings. I S. Choy, G-B. Wärvik & V. Lindberg (Red.), Integration of vocational education and training experiences: Purposes, practices and principles. (s. 19–40). Singapore: Springer.

Blomström, W. (2017). Akademiskt läsande och skrivande. Lund: Studentlitteratur.

Boud, D. & Falchikov, N. (2007a). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 339–413. https://doi.org/10.4324/9780203964309

Boud, D. & Falchikov, N. (2007b). Assessment for the longer term. I D. Boud & N. Falchikov (Red.), Rethinking assessment in higher education learning for the longer term (s. 3–13). New York: Routledge Taylor & Francis Group.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brown, S. (2005). Assessment for learning. Learning and Teaching in Higher Education, (1), 81–89. Hämtad 16 februari 2018 från

http://eprints.glos.ac.uk/3607/1/LATHE%201.%20Assessment%20for%20Learning%20Brown.pdf

Dunlop, L. & Sult, L. (2013). Juggling and the art of the integrative assignment. Journal of Learning Communities Research and Practice, 1(1), Article 7. Hämtad 1 juli 2017 från

http://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss1/7

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.

Donham, J. (2014). College ready: What can we learn from first-year college assignments? An examination of assignments in Iowa colleges and universities. School Library Research, 17, 1–21. Hämtad 1 juli 2017 från

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol17/SLR_CollegeReady_V17.pdf

Eliasson, E. (2009). Metod, personlighet och forskning: Kontinuitet och förändring i vårdlärarutbildarnas kunskapskultur 1958–1999. Doktorsavhandling 159. Stockholm: Stockholms universitet, Pedagogiska Institutionen.

Fidaldo, P. & Turman, J. (2017). Reaching students in online courses using alternative formats. International Review of Research in Open and Distributed Learning, 18(2), 139–161.

Fulton, S. & Schweitzer, D. (2011). Impact of giving students a choice of homework assignments in an introductory computer science class. International Journal for the Scholarship of Teaching and Learning, 5(1), Article 20. Hämtad 1 juli 2017 från https://doi.org/10.20429/ijsotl.2011.050120

Hartman, J. (2004). Vetenskapligt tänkande: Från kunskapsteori till metodteori. Lund: Studentlitteratur.

Jedemark, M. (2007). Lärarutbildningens olika undervisningspraktiker: En studie av lärarutbildares olika sätt att praktisera sitt professionella uppdrag. Doktorsavhandling. Lund: Lunds Universitet, Pedagogiska Institutionen.

Lindberg, V. (2003a). Yrkesutbildning i omvandling En studie av lärandepraktiker och kunskapstransformationer. Doktorsavhandling. Stockholm: Lärarhögskolan i Stockholm, Institutionen för Samhälle, Kultur och Lärande.

Lindberg, V. (2003b). Vocational knowing and the content in vocational education. International Journal of Training Research, 1(2), 40–61. https://doi.org/10.5172/ijtr.1.2.40

Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.

Knuuttila, T. (2005). Models as epistemic artefacts: Towards a non-representationalist account of scientific representation. Philosophical studies 8. Helsinki: University of Helsinki.

Moore, T. (2004). The critical thinking debate: How general are thinking skills? Higher Education Research & Development, 23(1), 3–18. https://doi.org/10.1080/0729436032000168469

NSHU. (2010). Examination – en exempelsamling: Vanliga och mindre vanliga sätt att värdera studieresultat. Hämtad 16 februari 2018 från http://kursutveckling.se/dok/nshu_Examination.pdf

SFS 2011:186. Svensk författningssamling. Hämtad 16 februari 2018 från https://www.lagboken.se/Lagboken/sfs/sfs/2011/100-199/d_758682-sfs-2011_186-forordning-om-andring-i-forordningen-2010_542-om-andring-i-forordningen-2010_541-om

Säljö, R. (2013). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet. Lund: Studentlitteratur.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Vygotsky, L.S. (1978). The development of perception and attention. I M. Cole, V. John- Steiner, S. Scribner & E. Souberman (Red.), Mind in society: The development of higher psychological processes (s. 31–37). Cambridge, MA: Harvard University Press.

Published
2018-12-05
How to Cite
Lagercrantz All, K., Pettersson, J., & Teräs, M. (2018). Uppgifter som medierande artefakter inom yrkeslärarutbildningen. Nordic Journal of Vocational Education and Training, 8(3), 78-97. https://doi.org/10.3384/njvet.2242-458X.188378