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Vocational knowing and the content in vocational education
Stockholm University, The Stockholm Institute of Education, Department of Social and Cultural Studies in Education .
2003 (English)In: International Journal of Training Research, ISSN 1448-0220, Vol. 1, no 2, 40-61 p.Article in journal (Refereed) Published
Abstract [en]

What is the object of activity for teachers in vocational education, i.e. whatis the content that vocational teachers want their students to learn? Whatcan the answer indicate about vocational education as a social practice,compared to the social practice of apprenticeship? The article is based onsequential interviews with twelve teachers from five vocational programs.In the interviews, the teachers relate the content of vocational education tovocational knowing, but vocational knowing and knowing in school are notthe same thing. Vocational knowing is described as a situated judgement,consisting of a vocational language for the content of the vocation (tools,materials, methods, techniques, planning and ethics) and experience ofworking with these. Tacit knowing is essential in the interaction betweenthese two aspects. Knowing in school can be described as having developedthe abilities for further learning in different contexts. The main areaconcerns preparation for the vocation, whereas the others concern furtherlearning more specifically (in the vocation, in higher education and inretraining) and citizenship. The results are discussed in relation to learningand knowing in learning vs. in producing practices.

Place, publisher, year, edition, pages
2003. Vol. 1, no 2, 40-61 p.
National Category
Research subject
URN: urn:nbn:se:su:diva-46114OAI: diva2:371493
Available from: 2010-11-20 Created: 2010-11-20

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