Within nursing education ethics is both a content knowledge and a didactical approach. Furthermore, the students recruited to programs to become assistant nurses in Sweden, in particular within adult education (KOMVUX) are newcomers and have lived a considerable amount of years in another country. In addition to differences regarding lived ethics originating from class and gender for example, cultural differences could presumably result in an educational context in which education regarding healthcare ethics could be dilemmatic. 

In order to identify what kind of conflicts that could occur within education on healthcare ethics within programs to become assistant nurses in Sweden we are analysing a specific task given to forthcoming teachers which demands for the students to “Describe how strategies aimed at countering discrimination, promoting gender equality, and fostering a democratic approach have been used in education.” The dilemmas that the students are expressing in these assignments will be presented at the conference. 

Denna presentation kommer att fokusera pågående forskning om digitala didaktiska dilemman i Sverige. De didaktiska dilemman som kommer att presenteras är relevanta för lärare och forskare inom högre utbildning. Den forskning som presenteras är hämtad från en kommande bok om digitala didaktiska dilemman som kommer att ges ut i maj 2022 (Lundmark & Kontio, Natur & Kultur). Boken samlar texter som rör didaktiska dilemman och digitalisering författade av några av Sveriges främsta forskare inom olika aspekter av pedagogik, medier och teknik och deras färska forskning kring digitala didaktiska dilemman. Boken behandlar forskning som rör både grundutbildning, gymnasie- och högre utbildning. Forskning kring digitala didaktiska utmaningar inom högre utbildning är i fokus för den här presentationen. 

Om allt det här stökiga med Corona och den i skrivande stund rådande pandemin har lärt oss pedagoger något, så är det ju hur lite vi egentligen kan om digitalisering när vi alla plötsligt tvingades att skapa digital fjärrundervisning. Alla är experter på Zoom, ingen är expert på Zoom. Därför bedömer vi att det ligger i tiden att skapa ett forum där pedagoger kan läsa om, lära om och diskutera den digitala omställningen/digitaliseringen och de utmaningar för pedagoger som följer med den. De utmaningar som lärare har i och med digitalisering av skolan är många. Kan vi utan vidare föra över vår traditionella undervisning och köra den via skärmen? Vad händer med mötet med våra studenter när undervisningen sker digitalt? Vad ersätter eller tillför de digitala verktygen när vi exempelvis byter ut böcker mot skärmar? 

I presentationen kommer vi att behandla olika exempel på hur man som lärare kan möta de utmaningar som kommer där en ny värld väntas återskapa kunskap med ny teknik, dels genom att ge inblickar i hur den förändrade utbildningspraktiken ser ut, genom att presentera färsk forskning som tar utgångspunkt i faktisk och aktuell empiri. Dels har vi ambitionen att lärare och kollegor vid högskolor och universitet i Sverige ska kunna känna igen sig i de utmaningar som vi synliggör och i de olika lärarpraktiker som presentationen återspeglar, och att presentationen kan utgöra en grogrund för samtal kring hur vi kan utveckla undervisningspraktiken inom högre utbildning.

Referenser:

Lundmark, S. & Kontio, J. (2022). Digitala didaktiska dilemman. Stockholm: Natur & Kultur. 

This book is the seventh volume in the book series Emerging Issues in Research on Vocational Education & Training. The series is published by the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden. VETYL was created in 2011 with twofold aims: contributing to the advance of knowledge in the intricate area of vocational education and training (VET) and strengthening the research basis of the teacher education program for VET that is offered at the Department of Education, Stockholm University. The Swedish term “yrkeskunnande och lärande” in the name of the research group translates as “vocational knowing” and indicates one of the major research concerns of the group.The research book series started primarily as dissemination venue of selected papers, after a peer review process first presented at the international conferences organized yearly since 2012 by our research group VETYL.

The conference has had two aims: becoming a forum for sharing state of the art research in the field of VET and serving as a forum for networking and cooperation. The Stockholm International Conference of Research in VET is one of the major academic events organised in Europe as part of the European Network for Vocational Education and Training (VETNET).Even though the primary source for our research book series has for long been the conference's papers, at present the research book series is open to contributions of other scholars in the field regardless of participation in the conference. This is particularly the case in this volume where researchers from different contexts submitted proposals of texts, dealing with different dimensions of the important theme of the role of vocational education and training in inclusion in work life, with specific focus on migrants.The title of this volume Migration and Inclusion in Work Life – The Role of VET is an umbrella for the presentation of research outcomes focusing on a variety of aspects influencing the inclusion in working life and the role that VET plays or could play. The main aim of this volume is to present current research in an area that at the present is getting major attention by policy makers as well as practitioners in Europe and other contexts. Migration and immigrant integration/inclusion has long been a contested issue in national and international politics as well as in research. With migration on the rise globally, integration faces many challenges. Usually, integration is associated with establishment into the labour market. Getting a job or some kind of employment is taken as a strong indicator of successful integration in the new country.VET, along with other measures, is expected to play a key role in the process of integration of immigrants in the economic and7social life of the host country. Successful inclusion becomes beneficial for all involved by reducing disparities, filling local labour market shortages, and improving livelihoods and social cohesion. VET systems and providers in most immigrant-receiving countries are trying to find effective ways to facilitate migrants’ labour market inclusion by means of specially designed training programs.

The contributions in this volume show a diversity in theoretical frameworks of reference and methodological grounds, ranging from empirically based texts to policy analysis. Even though some of the texts are case studies or national policy analyses they will surely be of interest to an international audience interested in this theme.This volume continues the tradition of our research book series to depict the diversity and complexity of research in the field of vocational education and training. We hope it will meet the expectations of a variety of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, and policy makers.Finally, we would like to thank the reviewers for valuable criticisms that helped to improve the contributions that are finally presented in this book.

This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. 

The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. 

The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.

In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.

Antologin Yrkesdidaktiska dilemman samlar aktuell forskning kring didaktiska utmaningar i yrkesutbildningar. Här identifieras och exemplifieras didaktiska dilemman som yrkeslärare stöter på och forskningen som presenteras utgår uteslutande från dagens klassrum sett ur ett lärarperspektiv. Författarna diskuterar strategier, lösningar och verktyg som går att omsätta i praktiken.  

De dilemman som presenteras speglar vitt skilda praktiker från yrkesutbildningar, men frågorna som uppstår finns inom all utbildning, som exempelvis: Hur ska lärare möta elever och studenter med särskilda behov? Hur ska den digitala revolutionen omfamnas? Hur kan lärare arbeta med svårigheter som rör bedömning och betygssättning? 

Yrkesdidaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och rekommenderas till alla pedagoger och didaktiker.