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Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
Stockholm University, Faculty of Social Sciences, Department of Education. The Swedish Red Cross University College, Sweden.ORCID iD: 0000-0001-6804-6855
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-4858-0385
2019 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 12, no 3, p. 479-498Article in journal (Refereed) Published
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
2019. Vol. 12, no 3, p. 479-498
Keywords [en]
Subject-integration, Vocational knowing, Upper secondary level, Vocational education, Cultural historical activity theory
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-170747DOI: 10.1007/s12186-019-09225-0ISI: 000487651400008OAI: oai:DiVA.org:su-170747DiVA, id: diva2:1338215
Available from: 2019-07-20 Created: 2019-07-20 Last updated: 2020-02-29Bibliographically approved
In thesis
1. Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program
Open this publication in new window or tab >>Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2020. p. 114
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 62
Keywords
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
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-179425 (URN)978-91-7911-084-0 (ISBN)978-91-7911-085-7 (ISBN)
Public defence
2020-06-05, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (English)
Opponent
Supervisors
Available from: 2020-05-13 Created: 2020-02-29 Last updated: 2020-06-04Bibliographically approved

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