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Integrated teaching for expanded vocational knowing: Studies in the Swedish upper secondary Health and social care program
Stockholm University, Faculty of Social Sciences, Department of Education. The Swedish Red Cross University College.ORCID iD: 0000-0001-6804-6855
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 [en]
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: urn:nbn:se:su:diva-179425ISBN: 978-91-7911-084-0 (print)ISBN: 978-91-7911-085-7 (electronic)OAI: oai:DiVA.org:su-179425DiVA, id: diva2:1407537
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: 2020-03-24Bibliographically approved
List of papers
1. Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv
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. 129
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:su:diva-107934 (URN)978-91-7447-968-3 (ISBN)
Presentation
2014-10-30, Institutionen för pedagogik och didaktik, plan 4, rum 2403, Frescativägen 54, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-10-03 Created: 2014-10-03 Last updated: 2020-04-19Bibliographically approved
2. Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
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 1874-7868, 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.

Keywords
Subject-integration, Vocational knowing, Upper secondary level, Vocational education, Cultural historical activity theory
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-170747 (URN)10.1007/s12186-019-09225-0 (DOI)000487651400008 ()
Available from: 2019-07-20 Created: 2019-07-20 Last updated: 2020-02-29Bibliographically approved
3. Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program
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.

Keywords
Subject integration, Vocational knowing, Vocational literacy, Vocational education, Upper secondary school
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-171142 (URN)10.1016/j.lcsi.2019.01.002 (DOI)000471363600003 ()
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2020-04-19Bibliographically approved
4. Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training
Open this publication in new window or tab >>Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training
2019 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, no 2, p. 19-50Article, review/survey (Refereed) Published
Abstract [en]

The aim for this review was to systematize, describe and critically analyse previous research concerning school-based integrated teaching for vocational knowing in nursingrelated training in upper secondary and in higher level education. Searches were conducted in four databases, two specifically for Swedish hits, and two for international hits. Also, search was made in a Nordic journal on vocational education and training. References in included studies were also assessed for further inclusion of studies. Altogether, 14 studies were included and assessed for quality and coherence with GRADE CERQual. Review findings comprised three types of integrated teaching, through embeddedness or streaks, problem-based learning, and between school and workplace; vocational knowing relating to a professional and academic context; and methodological significance for the vocational knowing highlighted in the studies. In conclusion, the methodological approach typically used in the primary studies related to a quantitative approach, which was also discerned as quality measure. The primary studies brought forward a partial understanding of integrated teaching and vocational knowing, which is dependent on the methodological approach. In order to enhance understanding about the research topic, there is a need for more studies on integrated teaching utilizing a qualitative approach.

Keywords
integrated teaching, nursing, vocational education, vocational knowing, systematic review
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-179423 (URN)10.3384/njvet.2242-458X.199219 (DOI)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-04-07Bibliographically approved

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