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Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program
Röda Korsets Högskola, Hälsovetenskapliga institutionen. Stockholm University.ORCID-id: 0000-0001-6804-6855
2019 (Engelska)Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, s. 21-33Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Elsevier, 2019. Vol. 21, s. 21-33
Nyckelord [en]
Subject integration, Upper secondary school, Vocational education, Vocational knowing, Vocational literacy
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:rkh:diva-2951DOI: 10.1016/j.lcsi.2019.01.002OAI: oai:DiVA.org:rkh-2951DiVA, id: diva2:1329387
Tillgänglig från: 2019-06-24 Skapad: 2019-06-24 Senast uppdaterad: 2020-05-26Bibliografiskt granskad
Ingår i avhandling
1. Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program
Öppna denna publikation i ny flik eller fönster >>Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program
2020 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Integrated teaching is emphasized in Swedish upper secondary vocational education and training, for managing sociocultural and historical changes related to: a) increased demands on future competent health care workers, b) educational reforms, c) altered conditions for vocational teachers’ work, and d) vocational contextualization of teaching and learning content. However, national curricula from 1970, 1994, and 2011 recommend integrated teaching as a solution without any specific concretization of what integration could or should contribute with. Thus, the aim of this thesis was to explore the realization of integrated teaching and the vocational knowing made available by integration for students at the Swedish upper secondary Health and social care program, and partly for nursing students in higher education and training. The research questions attended to how integrated teaching is realized, and what vocational knowing is made available by integration.

Theoretical point of departure was Cultural historical activity theory (CHAT), complemented with New literacy studies (NLS). The methodological framework included ethnographically inspired case studies, interviews, specifically semi-structured interviews and life-history interviews, and a systematic review. Research material was collected in 2012 and 2018. Analysis was performed with selected concepts from CHAT, and in one study also with concepts from NLS. In one study, i.e. the systematic review, GRADE CERQual was used for an assessment of confidence in the review findings.

Study results showed that integrated teaching, regardless of composition and format, made available a vocational, a general, and an expanded vocational knowing. Also, vocational contextualization of school subjects was shown to be significant as an additional teaching and learning content and as mediational means between school and workplace.

In conclusion, integrated teaching was shown to respond to the sociocultural and historical developments by making available for students an expanded vocational knowing. Also, vocational contextualization was shown to make possible for students learning knowing relevant for their future profession.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University, 2020. s. 114
Nyckelord
Vocational education and training, nursing, upper secondary, Health and social care program, higher education, nursing programme, integrated teaching, vocational knowing, vocational contextualization, expanded vocational knowing, vocational literacy, Cultural historical activity theory, New literacy studies
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:rkh:diva-3412 (URN)978-91-7911-084-0 (ISBN)978-91-7911-085-7 (ISBN)
Disputation
2020-06-05, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2020-05-26 Skapad: 2020-05-26 Senast uppdaterad: 2020-05-26Bibliografiskt granskad

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Christidis, Maria

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