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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats?: En studie av byggnadsarbetares yrkesutbildning
Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. (Kunskapskulturer och lärandepraktiker, KKLP)
2009 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Construction Site as School - or School as Construction Site? : A Study of Vocational Education and Training for Workers within Building and Construction (English)
Abstract [en]

The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry.

In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular.

The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity.  E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade.

The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.

Place, publisher, year, edition, pages
Stockholm: Institutionen för didaktik och pedagogiskt arbete, Stockholms universitet , 2009. , 247 p.
Doktorsavhandlingar från Institutionen för didaktik och pedagogiskt arbete, Stockholms universitet, 4
Keyword [en]
Apprenticeship, Construction Education and Training, Construction Programme, Cultural Historical Activity Theory, Enculturation, Hybrid Practices, Infusion of Core Subjects, Learning Practices, Practice and Theory, Vocational Education and Training
National Category
Research subject
URN: urn:nbn:se:su:diva-29885ISBN: 978-91-7155-947-0OAI: diva2:235820
Public defence
2009-10-23, Tillbergsalen A, Campus Konradsberg, hus T, Rålambsvägen 32, Stockholm, 10:00 (Swedish)
Available from: 2009-10-01 Created: 2009-09-18 Last updated: 2010-06-15Bibliographically approved

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Berglund, Ingrid
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