Abstract The aim for this study is to establish how teachers and supervisors at the Child and Recreation Programme interpret the concept “vocational knowledge”. It is also about how they substantially can see that the pupils are developing vocational knowledge, during their work placement training. The aim of this thesis is to create a base for teachers to work with continuing development in teaching practice.   The empirical part of this study is based on interviews. Interviews were analyzed in three categories: definition of vocational knowledge, substantially developing in vocational knowledge and success factors.   The result shows that knowing how and knowing why is salient in vocational knowledge. Conceptions as approach and attitude and knowing how to convert theory to practice were typical too. Ability to show sensitivity, care and perceptiveness as well as having a base of practical methods to use are important vocational knowledge.   The teachers and supervisor can see the changes and development in the way their pupils are taking action, and initiative how they are asking questions and arguing. They can also see how the students develop vocational knowledge by the way they treat children understand the organization and by the ability to lead a group.   Two of the success factors in developing vocational knowledge are close and continuous contact with the school and assignments during the teaching practice.    Key words: Vocational knowledge, teaching practice, approach and attitude

Målen för gymnasieskolans läroplan Lpf 94 handlar om yrkesförberedelse och utveckling av insikter, en något ödmjuk inställning till komplexiteten i uppdraget. I Gy11 är man mer rak på sak, eleven förväntas kunna ett eller flera yrken när de lämnat skolan. Kanske är det införandet av lärlingsutbildningen som givit författarna en större självsäkerhet om skolans förmåga att producera yrkesmänniskor.   Kan eleverna på Handelsprogrammet ett eller flera yrken då de avslutar sin treåriga gymnasieutbildning och vad innebär det i så fall att kunna yrket? Båda frågorna är högst relevanta för den som utbildare på ett yrkesprogram. Viktiga delar av vårt uppdrag som lärare handlar om att, efter läroplanens intentioner, utbilda och coacha eleverna mot ett yrke. Klarar skolan det uppdraget?   Med tanke på frågornas karaktär valde jag att djupintervjua fyra olika intressenter från handeln, en handelselev som precis avslutat årskurs tre, en handelslärare, en praktikhandledare i handeln som också gått handelsinriktningen på gymnasiet och slutligen en representant från branschen. / Can you state that students of the Business and Administration Programme master a profession after graduation? This goal is formulated in the Upper Secondary School national curriculum Gy11. In order to find out, I have interviewed four people linked to trade and commerce and with good knowledge of the programme. Along the way, several new questions have arisen, for example, what is professionalism? And what does it mean to be a professional? My conclusion is that students can master a profession but that one also has to describe the level of professionalism in order for the target to be meaningful for the students and tutors alike.

Med hjälp av denna kvalitativa undersökning bland yrkeslärare har jag försökt ge en bild av yrkeslärarnas upplevelser kring kompetensutveckling inom karaktärsämnet. Hur de går till väga för att bevara och utveckla kunskaperna i sina ursprungsyrken. Bland annat ges bilden att yrkeslärarna själva får ta ett stort ansvar för kompetensutvecklingen, snarare än rektorer och skolledning.

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Syftet med denna studie är att genom en dokumentanalys utröna hur Skolverket har utformat det nya Hantverksprogrammet, hur de har resonerat kring problem och möjligheter med APL, samt hur Skolverket definierar begreppet anställningsbarhet. Undersökningen omfattar även en intervjustudie för att få veta hur några av lärarna på hantverksprogrammet ställer sig till samma frågor och vi jämför slutligen Skolverkets och lärarnas uppfattningar. Mycket skiljde sig i synen på den nya läroplanen, både mellan vad Skolverket och skolorna ansåg men också mellan skolorna i sig. Den stora skillnaden vi hittade mellan skolorna var hur olika svårt de hade att få tag i kvalitativa APL-platser till sina elever. Detta verkade ha att göra med hur skolorna låg geografiskt, dvs. om de låg i storstadsregionen eller de mindre städerna. I de större städerna var det inget problem att skaffa relevanta APL-platser medan lärarna i småstäderna inte anser sig kunna uppfylla kravet på kvalitativa praktikplatser. En av skillnaderna vi hittade mellan Skolverket och lärarna är hur de tolkar begreppet anställningsbar. Skolverket tolkar det som att eleverna ska kunna gå direkt från skolan till en anställning inom yrket medan lärarna tolkar det som att eleven ska få en inblick i yrket och kunna lite av varje.

This essay is about practical professional knowledge among recruiters in Swedish staffing companies. The purpose is to contribute to a better understanding of practical professional knowledge in the job interview and in the assessment of candidates. The questions that formed the basis of the empirical study were "How do recruiters feel that they have developed their skills in conducting job interviews?" and "How do the recruiters feel that they have developed a familiarity in the assessment of candidates during interviews?". Qualitative interviews were conducted with four experienced recruiters from the staffing industry and after a narrative process, the material was analysed focusing on the tacit knowledge. The results show that the recruiters have developed their skills by learning from colleagues in practical contexts and that they are currently skilled at, among other things, asking follow-up questions and allocating time during the interviews. The recruiters have also developed their skills in assessments of candidates. However, their experiences differ whether templates and gut feelings are helpful or limiting in the process.

The purpose of this dissertation is to describe, explain and understand how record companies identify and develop new music and new talent. The analysis is carried out on three levels: individual, organizational and sector level. In a record company, this task formally goes to A&R (Artist and Repertoire). This dissertation takes its point of departure in how the capacity for discovering new talent can be understood in terms of knowledge, creativity and competence and how this capacity is affected in the meeting between the record company and the industry. The theoretical framework of the dissertation spans two sociological fields: the sociology of organizations and the sociology of knowledge. While it takes its organizational starting point in the Knowledge Company Approach, it employs a practice-based approach to discuss knowledge. I argue that within the Knowledge company approach there are two contrasting ways to understand knowledge; a distinction is made between knowledge- and creativity-intensive enterprises. The results show that the record industry’s polarized structure can be seen as a result of the Knowledge Company’s typical problems. The A&R’s work is described as including two phases, one intuitive and one analytical. The intuitive assessment is direct, unconscious and without reflection. This ability has been described as "intuition" and "gut feeling". The analytical phase adds analysis and reflection based on knowledge. The results from the interviews with A&R’s reveal the limit of formal and explicit knowledge not only in the choice of music but also in the marketing strategies. The overarching picture is one in which record companies move in a space characterized by tension between dichotomous forces – art and commercialism, creativity and knowledge, culture and economy, chaos and order, but where opposite poles are not mutually exclusive but complementary.

Vår upptäcktsresa bygger på att få fram så mycket information som möjligt om vad tyst kunskap är. Vi har intervjuat yrkesmän som besitter lång rutin från både våra yrken, elektrikeryrket samt kökschefyrket, samt ett par professorer och höra vad de hade att säga om vad begreppet tyst kunskap innebär. Vi frågade även hur vi som lärare på bästa sätt skall lära ut kunskap som är tyst till gymnasieelever och hur vi skulle kunna lära ut och sätta ord på ett handlande som är svårt att sätta ord på. Med våra intervjuer och genom bilddokumentation försöker vi visa vad fallenhet för yrket är och hur man ser eller genomför ett jobb på ett fackmannamässigt sätt. Efter analys av intervjuerna kom vi fram till att man skall försöka lära ut och att man skall berätta om den tysta kunskapen. Tyst kunskap är enligt oss och våra respondenter bland annat när man som yrkesman utövar sitt yrke på ett sätt som är invant genom upprepningar.

The purpose of this dissertation is to describe, explain and understand how record companies identify and develop new music and new talent. The analysis is carried out on three levels: individual, organizational and sector level. In a record company, this task formally goes to A&R (Artist and Repertoire). This dissertation takes its point of departure in how the capacity for discovering new talent can be understood in terms of knowledge, creativity and competence and how this capacity is affected in the meeting between the record company and the industry. The theoretical framework of the dissertation spans two sociological fields: the sociology of organizations and the sociology of knowledge. While it takes its organizational starting point in the Knowledge Company Approach, it employs a practice-based approach to discuss knowledge. I argue that within the Knowledge company approach there are two contrasting ways to understand knowledge; a distinction is made between knowledge- and creativity-intensive enterprises. The results show that the record industry’s polarized structure can be seen as a result of the Knowledge Company’s typical problems. The A&R’s work is described as including two phases, one intuitive and one analytical. The intuitive assessment is direct, unconscious and without reflection. This ability has been described as "intuition" and "gut feeling". The analytical phase adds analysis and reflection based on knowledge. The results from the interviews with A&R’s reveal the limit of formal and explicit knowledge not only in the choice of music but also in the marketing strategies. The overarching picture is one in which record companies move in a space characterized by tension between dichotomous forces – art and commercialism, creativity and knowledge, culture and economy, chaos and order, but where opposite poles are not mutually exclusive but complementary.