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
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-14053 |
| Date | January 2012 |
| Creators | Persson, Annica |
| Publisher | Karlstads universitet, Estetisk-filosofiska fakulteten |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0016 seconds