Howell, Eva (2009). Attityder och förväntningar bland lärare och elever på en yrkesförberedande skola. (Attitudes and Expectations among Teachers and Students at a Vocational School). Skolutveckling och ledarskap,Lärarutbildningen, Malmö Högskola. Syftet med detta examensarbetet är att ge en bild av elevers och lärares inställning till varandra på en yrkesförberedande skola men även att försöka skildra vilka krav och förväntningar som ställs på både lärare och elever. I arbetet belyses tidigare forskning kring lärares och elevers förväntningar, inställning till skola och ämne samt motivation. För att nå mitt syfte valde jag att genomföra en enkätstudie där lärare och elever på en yrkesförberedande skola med lång tradition fick ta del. Sammanfattningsvis tyder resultaten på att yrkeselevernas intresse för de praktiska ämnena är stort men att både kärnämneslärarna och deras ämnen vunnit mark hos eleverna vilket kan ses som en förutsättning för fortsatt arbete.

A Head of a vocational educational program should set up activity goals for the school organization in order to improve it. The Aim of this Study is to search for needs for improvement in a quality perspective. Semi structural interviews with a teacher, a student, an employer and a representative for political governance and deep study of political documents is the empirical platform for the analysis. To interpret the material the “Free-Space model” by Gunnar Berg (2003) is used in combination with the “Driving-Force model” developed by the Danish pedagogue Christian Helms-Jørgensen (2006). The study is a case study and the conclusion couldn´t be generalized But it is indicated that a deeper dialogue is needed between the actors to create an equal picture of the education. The main differences in approaches are.1)The vision of the work with equality and multicultural perspectives2)The Definition of the Professional role3)The Definition of what Quality in Education isIt is also indicated, as Researcher earlier have shown, that this professional sector is influenced by a strong culture that can counteract new knowledge and definitions.To reach increased validity in this educational programme deeper studies in this differences of definition can form a platform for improvement. A Method for make a dialogue possible between the actors in order to create an equal picture is to establish a forum where policy documents, definitions, exams and development can be discussed. Another Method to improve the equal picture could be to, with communication actions, show the values that the actors are asking for.

Den här studien belyser vilken betydelse de gymnasiala yrkesutbildningarna inom den kommunala vuxenutbildningen har, både ur ett individ- och ett samhällsperspektiv. Den belyser också vägledningens betydelse i samband med ansökan.Den empiriska studien har genomförts i Nässjö kommun. Det material som har använts består av en intervju med ett kommunalråd i Nässjö. En intervju med en studie- och yrkesvägledare som är verksam inom den kommunala vuxenutbildningen i Nässjö. Samt en enkätundersökning som består av svar från 35 individer som alla har gått en restaurangutbildning inom den kommunala vuxenutbildningen i Nässjö, någon gång mellan år 2002 och 2005.Resultatet visar att yrkesutbildningarna har betydelse både för individ och samhälle.Restaurangutbildningen har haft stor betydelse för individen, främst för att den har gett nya kunskaper och erfarenheter. Det är också många som tycker att de har fått bättre självförtroende, nya vänner och personlig utveckling tack vare utbildningen. Flera menar att deras situation har förändrats. Nästan hälften har fått arbete inom restaurangbranschen efter utbildningen. Sammanfattningsvis kan konstateras att utbildningen har haft någon betydelse för samtliga deltagare oavsett om den har lett fram till ett arbete eller inte. Nästan samtliga deltagare i enkätundersökningen tycker att yrkesutbildningarna är mycket viktiga, bland annat för att de utgör en möjlighet för vuxna att byta yrke. Yrkesutbildningarna har också betydelse för samhället lokalt och regionalt i Nässjö, de är till exempel viktiga för sysselsättningen och för att förse arbetsmarknaden med välutbildad arbetskraft. Alla parter som medverkat i den här undersökningen är överens om att yrkesutbildningarna är viktiga. Vägledningen skattas högt av några av deltagarna i enkätundersökningen medan andra menar att den har begränsad betydelse. Bara en dryg tredjedel har uppgett att de har diskuterat sitt utbildningsval med en studie-och yrkesvägledare.

I denna studie undersöks och analyseras kopplingen mellan yrkesutbildningens mål och APL för att få en rättssäker och likvärdig betygsättning. Jag har undersökt sex yrkeslärare inom gymnasial yrkesutbildning på handels- och administrationsprogram om deras bedömningspraktik i samband med det arbetsplatsförlagda lärandet (APL). Jag har även undersökt åtta elever på handels- och administrationsprogrammet om hur de uppfattar kursmål/bedömningar /uppföljning under sin APL-period. Datainsamlingen har skett genom kvantitativa enkät-undersökningar. Det insamlade materialet sammanställdes och därefter analyserades data i förhållande till studiens frågeställningar. Den teoretiska utgångspunkten fokuserar på bedömningspraktiken, uppföljning/återkoppling samt kommunikationens betydelse för lärandet och bedömning. Tidigare forskning visar att en tydlig bedömningspraktik är mycket viktig för att få en så bra koppling mellan skolans mål och APL-platsen som möjligt. Resultatet visar att de flesta har en väl fungerande bedömningspraktik. Flera yrkeslärare säger dock att tiden är det största hindret för rättssäker och likvärdig betygssättning. Rektorn har i detta sammanhang en central roll i att organisera verksamheten så att förutsättningar ges för detta arbete. / This stydy investigates and analyses the connection between the vocational educations aim and APL to get an assured and equivalent assessment. I have surveyed six vocational education teachers within secondary vocational education in business and administration programme about their assessment practice in connection with the workplace-based learning (APL). I have moreover surveyed eigth students in business and administration programme about how they perceived the course objective/ assessment/ monitoring during their APL-period. The data collection has been carried out in the form of quantitative questionnaires. The gathered data got compiled and subsequently analysed in relation to the studies question formulations. The theoretical premiss focuses on the assessment practice, monitoring/ feedback and the communications significance for the learning and assessment. Prior research shows a clear assessment practice is quite important to get as good of a connection between the schools aim and the APL-place as possible. The result shows that most have a well functioning assessment practice. Several vocational education teachers says however that time is the biggest hindrance for an assured assessment practice. The principal has in this contexture a central role in organizing the schools activity so that the basis is given for this work.

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>

This study attempts to understand the creation of identities, especially focusing on vocational identities within the vocational education and training (VET) for hairdressers. To be trained for a vocation like hairdressing means that more has to be learnt other than to do nice haircuts or other treatments. The handicraft is one part of the vocational knowing of hairdressing, but to be a hairdresser is about something more besides handicraft. Identity in this study is understood from a sociological perspective influenced by Richard Jenkins’ (2004, 2008) theoretical model of social identities. This is used together with the Bourdieu-inspired concept of vocational habitus (Colley, James, Tedder, &amp; Diment, 2003). The method is inspired by ethnographic research and the empirical material consists of interviews and observations. Based on this material personal portraits have been created of four students. The intention is to focus on the students’ perspective about the everyday activities in school and their experiences of being trained for a vocation in school. The analyse shows that students are trained to develop a vocational habitus, to look, move, talk and feel like a hairdresser is expected to. The students encounter these expectations differently, depending on their identities as hairdressers, students or identities established in other contexts. A main finding of the study is that student identities and vocational identities sometimes are in conflict with each other. The contribution of the study is an increased understanding of identity creation in vocational education. It also contributes to a better knowledge of young people in vocational education and their relationship with their vocational education and upcoming vocation.

Ett inkluderande arbetssätt kan sammanfattas i att en skolverksamhet ska möta varje elev utifrån elevens förutsättningar och behov. Teori och forskning visar att inkludering är ett komplext begrepp som kräver kunskap för att som yrkesverksam inom skolverksamheten kunna omsätta teori till praktisk handling.Syftet med denna studie har varit att belysa och skapa en medvetenhet kring ämnet inkludering och dess utmaningar utifrån tre yrkeslärares, en rektors och en specialpedagogs perspektiv på handelsprogrammet. De utmaningar jag har fokuserat på handlar om inkluderingsarbete på handelsprogrammet. Vidare har jag i studien analyserat hur de yrkesverksamma inom skolan arbetar med ett inkluderande arbetssätt. Studiens forskningsfrågor har besvarats genom kvalitativa intervjustudier. Resultatet har analyserats med hjälp av teoretisk bakgrund och forskning med fokus på olika inkluderingsperspektiv enligt de intervjuades utsagor.Studiens resultat visar att inkludering är en utmaning i skolans vardag som handlar om att möta varje elev utifrån deras egna förutsättningar och behov. I studien framkommer även svårigheter inom skolverksamheten i arbetet med inkluderingsperspektivet eftersom skolan tillhandahåller begränsade resurser. Utifrån studiens resultat kan inkludering förstås som ett viktigt begrepp som bör genomsyra skolverksamheten på ett organiserat och strukturerat sätt. Studien visar också att det finns potentiella utvecklingsområden för att på ett bättre sätt i framtiden tillgodose elever i behov av särskilt stöd på gymnasieskolans yrkesprogram. / Keywords: vocational education, vocational students, vocational teachers, inclusion, challenges, business and administration programme An inclusion approach can be summarized as the requirement on schools to meet each student based on that student’s abilities and needs. Theory and research shows that inclusion is a complex concept; this requires professional teachers in schools to have the right knowledge in order to be able to translate theory into practice. The purpose of this study has been to highlight and create awareness of the subject of inclusion and its challenges based on the perspectives of three vocational teachers, one principal and one special education teacher in the Business and administration programme. The challenges I have focused on concern the inclusion work in the Business and administration programme. Furthermore, the study also includes an analysis of how the professionals at the school work with an inclusive approach. The study's research questions have been answered by qualitative interview studies. The results have been analyzed by using theoretical background and research with a focus on different inclusion perspectives based on the interviewees' statements. The results of the study show that inclusion, which is about meeting every student based on that student’s circumstances and needs, presents a challenge for schools in every day life. The study also shows difficulties within the school itself to work with the process of the inclusion perspective as only limited resources are available. Based on the study’s results, inclusion is understood to be an important concept which should be part of all school activities in an organised and structured way. The study also shows that there are potential areas of development in order to better accomodate students in need of special assistance at the secondary school vocational programmes in the future.

<p>This licentiate thesis builds on the assumption that there is a shift in professional perspective when a police officer takes on the task of a police teacher in the Police Basic Education Training Programme. This shift of perspective is described as a professional process as well as a learning process, and the investigation focuses the reshaping of one’s professional identity.</p><p>The investigation is based on focus group interviews with four different groups of police teachers in Växjö, Stockholm, and Umeå, where they were asked to talk about their task as police teachers. The analysis is built on theories from George Herbert Mead, Moira von Wright, and Ludwik Fleck about the importance of in-tersubjective interaction in the interpersonal or social perspective of construction knowledge about oneself as a subject and the surrounding world. Professional identity is defined as the way, consciously or unconsciously, an individual under-stands oneself as a professional; it is seen as an ongoing process shaped by con-tinuous intersubjective meetings with others in a changeable world. Professional, personal and possibly tacit knowledge is in that aspect developed and may be pos-sible to articulate in the right environment, for example within focus groups.</p><p>The findings indicate that the change of professional task of the police teachers affects their understanding of themselves as professionals, i.e., their professional identity. The development of new professional and personal knowledge is due to the ability to reflect on the outcome of the intersubjective meetings with students and other teachers. This change of professional identity of the police teachers complicates their mission in two aspects. First, the denial of the relationship with the students as colleagues could be in conflict with the expectation from the stu-dent police officers. Secondly, the gap in knowledge about police work between the reflected personal knowledge of the police teachers and the student police offi-cers’ knowledge built on movies and books makes it difficult to meet the students at their level. This situation demands opportunities for police teachers to discuss their tasks with other teachers on campus, in the context of intersubjective meet-ings.</p>

This licentiate thesis builds on the assumption that there is a shift in professional perspective when a police officer takes on the task of a police teacher in the Police Basic Education Training Programme. This shift of perspective is described as a professional process as well as a learning process, and the investigation focuses the reshaping of one’s professional identity. The investigation is based on focus group interviews with four different groups of police teachers in Växjö, Stockholm, and Umeå, where they were asked to talk about their task as police teachers. The analysis is built on theories from George Herbert Mead, Moira von Wright, and Ludwik Fleck about the importance of in-tersubjective interaction in the interpersonal or social perspective of construction knowledge about oneself as a subject and the surrounding world. Professional identity is defined as the way, consciously or unconsciously, an individual under-stands oneself as a professional; it is seen as an ongoing process shaped by con-tinuous intersubjective meetings with others in a changeable world. Professional, personal and possibly tacit knowledge is in that aspect developed and may be pos-sible to articulate in the right environment, for example within focus groups. The findings indicate that the change of professional task of the police teachers affects their understanding of themselves as professionals, i.e., their professional identity. The development of new professional and personal knowledge is due to the ability to reflect on the outcome of the intersubjective meetings with students and other teachers. This change of professional identity of the police teachers complicates their mission in two aspects. First, the denial of the relationship with the students as colleagues could be in conflict with the expectation from the stu-dent police officers. Secondly, the gap in knowledge about police work between the reflected personal knowledge of the police teachers and the student police offi-cers’ knowledge built on movies and books makes it difficult to meet the students at their level. This situation demands opportunities for police teachers to discuss their tasks with other teachers on campus, in the context of intersubjective meet-ings.

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>