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Christidis, M. & Lindberg, V. (2019). Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program. Vocations and Learning
Open this publication in new window or tab >>Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
2019 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.

Place, publisher, year, edition, pages
Springer, 2019
National Category
Didactics
Identifiers
urn:nbn:se:rkh:diva-2949 (URN)10.1007/s12186-019-09225-0 (DOI)
Available from: 2019-06-24 Created: 2019-06-24 Last updated: 2019-06-25Bibliographically approved
Christidis, M. (2019). Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program. Learning, Culture and Social Interaction, 21, 21-33
Open this publication in new window or tab >>Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 21-33Article in journal (Refereed) Published
Abstract [en]

The aim of this case study was to investigate what vocational knowing was made available in subject-integrated teaching of four vocational subjects in a Swedish Health and Social Care Program (HSCP). The study was composed of two separate data collections, both ethnographic. The first data collection was performed in autumn 2012 on a theme unit called VIPS, with a group of students (16+), in a Swedish HSCP. Data comprised observations, field notes, and audio recordings of planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. The second data collection was performed during spring 2018 in which life-history interviews focused on documentation were conducted with the teachers involved in the theme unit from 2012. Data comprised audio recordings and time lines. A theoretical framework and analytical work were performed with concepts from Cultural Historical Activity Theory, and from New Literacy Studies. The results indicate that the object in the teaching activity comprised vocational knowing in three areas: psychosis, ethics, and communication, and vocational literacy. Vocational contextualization of teaching was a necessary component that made available vocational knowing that contributed to the students' professional development.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Subject integration, Upper secondary school, Vocational education, Vocational knowing, Vocational literacy
National Category
Didactics
Identifiers
urn:nbn:se:rkh:diva-2951 (URN)10.1016/j.lcsi.2019.01.002 (DOI)
Available from: 2019-06-24 Created: 2019-06-24 Last updated: 2019-06-24Bibliographically approved
Christidis, M. & Lindberg, V. (2017). Lärares samverkan för yrkeskunnande: Engl. translation: Teachers’ Cooperation for Vocational Knowing (1ed.). In: Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik (Ed.), Yrkesdidaktikens mångfald: . Stockholm: Lärarförlaget
Open this publication in new window or tab >>Lärares samverkan för yrkeskunnande: Engl. translation: Teachers’ Cooperation for Vocational Knowing
2017 (Swedish)In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Stockholm: Lärarförlaget , 2017, 1Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

Based on a study of curriculum integration in Swedish upper secondary education, at a Health and Social Care Programme (Christidis, 2014), the issue of this chapter is how general subjects can contribute to vocational knowing in the interaction between teachers and students. Inspired by an ethnographic approach, classroom observations, interviews and documents formed the data, and for the analysis concepts from activity theory were used. Main results were that teachers’ and students’ experiences used in teaching focused three actors’ perspectives: those of nurse-assistants’, patients’ and relatives’. These were expressed in subject specific as well as interdisciplinary teaching of general and vocational subjects. Using subject integration made it possible for both teachers and students to explore connections between the subjects. Furthermore, subject integration contributed to one of the main goals of the Health and Social Care Programme: to develop a holistic view of the human being.

Abstract [sv]

Med utgångspunkt av en studie om ämnesintegrerad undervisning på Vård- och omsorgsprogrammet (Christidis, 2014) läggs i kapitlet särskild fokus på hur de allmänna, gymnasiegemensamma ämnena kan bidra till yrkeskunnandet i samspel mellan lärare och elever i undervisningen. Data samlades in etnografiskt genom observationer av undervisningen, intervjuer, och insamling av material kopplat till undervisningsinnehållet, och analyserades med verksamhetsteoretiska begrepp. Studien visade att lärarnas och elevernas erfarenhetsutbyten i undervisningen koncentrerade sig kring tre perspektiv i vården: vårdares, patienternas och anhörigas. Dessa kom till uttryck genom ämnesspecifik och i ämnesöverskridande undervisning av de gymnasiegemensamma och programgemensamma ämnena. Ämnesintegreringen gav såväl lärarna som eleverna fler möjligheter att upptäcka samband mellan de olika skolämnena. Dessutom möjliggjorde den ämnesintegrerade undervisningen för eleverna utvecklingen av en helhetssyn på människan i enlighet med examensmålen för Vård- och omsorgsprogrammet.

Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2017 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:rkh:diva-2455 (URN)978-91-8814-921-3 (ISBN)
Available from: 2017-10-12 Created: 2017-10-12 Last updated: 2017-12-22Bibliographically approved
Christidis, M. (2014). Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv. (Licentiate dissertation). Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet
Open this publication in new window or tab >>Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
Subject Integration in an upper-secondary Health and Social Care Program, from an Activity-Theoretical perspective
Abstract [en]

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.

Place, publisher, year, edition, pages
Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet, 2014. p. 128
Keywords
Activity-theory, subject integration, upper-secondary vocational education, vocational knowledge, Verksamhetsteori, ämnesintegrering, gymnasial yrkesutbildning, yrkeskunnande
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:rkh:diva-1058 (URN)978-91-7447-968-3 (ISBN)
Presentation
2014-10-30, Institutionen för pedagogik och didaktik, plan 4, rum 2403, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-09-17 Created: 2014-09-25 Last updated: 2018-07-19Bibliographically approved
Christidis, M. (2013). Vård- och omsorgsarbete. 1 (1ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Vård- och omsorgsarbete. 1
2013 (English)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2013. p. 288 Edition: 1
Keywords
Social omsorg, lärobok
National Category
Nursing
Identifiers
urn:nbn:se:rkh:diva-1059 (URN)978-91-40-68212-3 (ISBN)
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2014-12-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6804-6855

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