The study investigated subject integrated teaching and vocational knowledge in one Health and Social Care program. The material was collected ethnographically, during a period of a school semester (5 months), and analysed according to the Activity-Theoretical concepts actions, goals and tools. The results identified five goals for subject integrated teaching: the legitimacy of Swedish as a school subject; a focus on linguistic prescriptivism; the identity of vocational subjects; a predominant medical focus in vocational subjects; and a professional language. Further six recurrent tools were identified: a fictional book; a teacher-prepared hand-out; a teacher-constructed case report; teacher-examples from health care; and linguistic rules. There was a theoretical kind of vocational knowledge with focus on language issues, on medical aspects of care, and on a professional language. In conclusion, subject integrated teaching contributed with more than each of the specific subjects contributed with and simultaneously tensions between goals representing different subjects were found. However, tools were shared between subjects.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-107934 |
| Date | January 2014 |
| Creators | Christidis, Maria |
| Publisher | Stockholms universitet, Institutionen för pedagogik och didaktik, Stockholm : Institutionen för pedagogik och didaktik, Stockholms universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Licentiate thesis, monograph, info:eu-repo/semantics/masterThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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