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Axelsson, J., Kilbrink, N. & Asplund, S.-B. (2023). ”Du hör att nu liksom spinner han som en katt”: Transformation av ett yrkeskunnande till ett undervisningsinnehåll. Forskning om undervisning och lärande, 1(11), 29-54
Open this publication in new window or tab >>”Du hör att nu liksom spinner han som en katt”: Transformation av ett yrkeskunnande till ett undervisningsinnehåll
2023 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 1, no 11, p. 29-54Article in journal (Refereed) Published
Abstract [sv]

Transformation av yrkeskunnande till ett undervisningsinnehåll behandlas i denna studie. I fokus är hur svetslärare synliggör ljud och hörselintryck i förhållande till lärandeobjektet ’inställningar av strömkällan i svetsmetoden MIG/MAG’, samt hur elevers förståelse kan uppvisas i undervisningen. Det saknas både praktiknära studier och ämnesdidaktisk forskning i det forskningsfält som behandlar yrkesutbildning. Syftet är därför att bidra med kunskap om vad som händer när svetslärare i en learning study systematiskt transformerar yrkesämneskunskap i undervisning av ett lärandeobjekt i svetsmetoden MIG/MAG.

Empirin består av dokumenterade lärarlagssamtal och filmade undervisningspass. Resultaten påvisar yrkesämnesdidaktikens komplexitet och däri görs kopplingar till ett yrkeskunnandes transformation till ett undervisningsinnehåll.

Abstract [en]

Transformation of welding teachers’ vocational knowing into subject-specific educational content is focused in this study. The article displays the process of a learning study, in which welding teachers make the sound visible as an aspect of making the correct settings in MIG/MAG welding and give the students’ the opportunity to display their understanding in the interaction. The aim of the study is to contribute with knowledge regarding what happens when welding teachers in a learning study systematically transform subject-specific vocational knowledge to an object of learning in the welding method MIG/MAG. 

The data consists of the welding teacher team’s documented meetings and film material from teaching situations. The complexity of subject-specific education within VET is shown with the use of the transformation concept. 

Keywords
CAVTA, learning study, samtalsanalys, transformation, variationsteori, yrkesämnesdidaktik
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94467 (URN)
Projects
Konsten att lära sig svetsa (Skolfi)
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2023-04-27 Created: 2023-04-27 Last updated: 2023-09-01Bibliographically approved
Kilbrink, N., Asplund, S.-B. & Asghari, H. (2023). Introducing the object of learning in interaction: Vocational teaching and learning in a plumbing workshop session. Journal of Vocational Education and Training, 75(2), 323-348
Open this publication in new window or tab >>Introducing the object of learning in interaction: Vocational teaching and learning in a plumbing workshop session
2023 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 75, no 2, p. 323-348Article in journal (Refereed) Published
Abstract [en]

In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Educational Sciences Didactics Learning Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-83424 (URN)10.1080/13636820.2020.1850512 (DOI)000627609500001 ()2-s2.0-85102499660 (Scopus ID)
Projects
Vocational Learning
Funder
Swedish Research Council, 2017-03552
Available from: 2021-03-12 Created: 2021-03-12 Last updated: 2023-07-04Bibliographically approved
Arvidsson, M., Asplund, S.-B. & Kilbrink, N. (2023). Step by step - moving forward: Different resources for learning at vocational education on the handicraft programme. In: Book of abstracts: NordYrk Conference 2023. Paper presented at NordYrk Conference 2023. Western Norway University of Applied Sciences (HVL), Campus Bergen, Norway. 7–9 June 2023..
Open this publication in new window or tab >>Step by step - moving forward: Different resources for learning at vocational education on the handicraft programme
2023 (English)In: Book of abstracts: NordYrk Conference 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale.   

The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings.    

Methods/Methodology

Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. 

Expected outcomes

In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools.     

References 

Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &

Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-z

Marton, F. (2015). Necessary conditions of learning. Routledge. 

Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers. 

Keywords
CAVTA, Vocational education, Learning, Interaction
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-97172 (URN)
Conference
NordYrk Conference 2023. Western Norway University of Applied Sciences (HVL), Campus Bergen, Norway. 7–9 June 2023.
Funder
Swedish Research Council, 2017-03552
Available from: 2023-10-23 Created: 2023-10-23 Last updated: 2024-01-08Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2023). Subject Specific Didactics in Vocational Education. In: : . Paper presented at International Symposium on Comparative Didactics (ISCOD), Örebro University, Sweden, January 11-12, 2023.
Open this publication in new window or tab >>Subject Specific Didactics in Vocational Education
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
CAVTA; Subject Specific Didactics; Vocational Education; Vocational Subjects
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-93956 (URN)
Conference
International Symposium on Comparative Didactics (ISCOD), Örebro University, Sweden, January 11-12, 2023
Projects
Vocational learning
Funder
Swedish Research Council, 2017-03552
Available from: 2023-03-17 Created: 2023-03-17 Last updated: 2023-03-23Bibliographically approved
Axelsson, J., Kilbrink, N. & Asplund, S.-B. (2023). Subject Specific Pedagogy in Technical Vocational Education: The Implementation of a New Way of Teaching.. In: [ed] Sara Davies, Matt McLain, Alison Hardy, and David Morrison-Love (Ed.), The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference 2023, Liverpool.: . Paper presented at PATT40 Liverpoool 2023. , 1
Open this publication in new window or tab >>Subject Specific Pedagogy in Technical Vocational Education: The Implementation of a New Way of Teaching.
2023 (English)In: The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference 2023, Liverpool. / [ed] [ed] Sara Davies, Matt McLain, Alison Hardy, and David Morrison-Love, 2023, Vol. 1Conference paper, Published paper (Refereed)
Abstract [en]

Research regarding classroom pedagogy of subject specific contents in the field of technical vocational education is scarce, nationally in Sweden, but also in an international perspective. This paper presents results from a Swedish action research project and it aims at exploring the process of a learning study, which deals with the settings in MIG/MAG welding and the intervention of the new pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach). The empiric material consists of video recorded welding education in a workshop and documented meetings in a welding teacher team. The theoretical toolbox of CAVTA permeates the teaching and learning processes as the teachers in the intervention try to implement patterns of variation in the planning, enactment and evaluation of the teaching and learning processes. In combination with the variation theoretic principles embedded in the teaching, ideas inspired by conversation analysis are implemented – the main element being an enhanced interaction, thus enabling for the students to display their understanding of the subject specific contents. The results show how CAVTA can be integrated in the teaching of settings regarding MIG/MAG welding, so that certain aspects of the object of learning is visualized. Furthermore, the findings show how the integration of CAVTA support the manifestation of a student’s understanding of the object of learning. How variation and the use of several senses and simultaneous different semiotic resources are activated as essential components in the teaching and learning processes, is made explicit in the paper. Plans for a recently launched research project including several different technical vocational education programs are also presented. The lack of classroom studies regarding technical vocational education calls for exploration in research, but should not avoid the ambition of development. This study captures the design and the development of a new pedagogic approach. Our hope is that the study will contribute to a growing body of knowledge within the field of technical vocational education and spur on further studies in this field of research. 

Keywords
Technical vocational education, CAVTA, action research, learning study
National Category
Educational Sciences
Research subject
Subject-specific education; Educational Work
Identifiers
urn:nbn:se:kau:diva-98607 (URN)10.24377/PATT40.2023 (DOI)
Conference
PATT40 Liverpoool 2023
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2024-02-19 Created: 2024-02-19 Last updated: 2024-02-19
Brink, H., Kilbrink, N. & Gericke, N. (2023). Teach to use CAD or through using CAD: An interview study with technology teachers. International journal of technology and design education, 33, 957-979
Open this publication in new window or tab >>Teach to use CAD or through using CAD: An interview study with technology teachers
2023 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, p. 957-979Article in journal (Refereed) Published
Abstract [en]

Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
CAD, Computer aided design, Digital design tools, Phenomenography, Technology education, Technology teachers
National Category
Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-91647 (URN)10.1007/s10798-022-09770-1 (DOI)000840272100001 ()2-s2.0-85136016540 (Scopus ID)
Funder
Region Värmland
Note

Artikeln tidigare publicerad som manuskript i Brinks (2021) licentiatuppsats Modeller och modellering med digitala verktyg i högstadiets teknikundervisning.

Available from: 2022-08-29 Created: 2022-08-29 Last updated: 2023-06-12Bibliographically approved
Söderlind, L., Mellerskog, S., Kilbrink, N., Johansson, A. & Asghari, H. (2023). Transformation of professional knowledge in teacher education: Student teachers’ ability to discuss their professional development. In: : . Paper presented at TEPE 2023.
Open this publication in new window or tab >>Transformation of professional knowledge in teacher education: Student teachers’ ability to discuss their professional development
Show others...
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

During their teacher education, students need to learn to transform professional knowledge into their own teaching practice. As a teacher, the ability to reflect on and discuss your professional development is essential throughout your entire professional life as a way to develop teaching and enhance student learning. This ability is also a main learning objective for student teachers during their practical placement in this study. However, when assessing students' tasks, where students are supposed to discuss their professional development, teacher educators have identified that students have difficulties in concretizing their own experiences and using them in order to identify the next step in their professional development. This difficulty is also confirmed by previous research. There is, however a need to study how teaching can be implemented in order to address those difficulties and the aim of this study is to contribute to such knowledge. Therefore, we have conducted an intervention study (a learning study) where researchers and teacher educators have collaborated systematically in one cycle to plan, implement and revise teaching by using variation theory as a theoretical framework. At the core we have the object of learning, which in this study is students’ ability to discuss their own professional development and, by identifying critical aspects of the object of learning, i.e. what students need to learn and what may be difficult to learn, teaching was planned and implemented. In order to see what was made possible to learn, students’ written assignments were analyzed and at the conference we will present preliminary results from this study. This study is part of a larger project and the results can contribute both to a research field where there is a lack of research and to developing teacher education in relation to students’ practical placement.

Keywords
professional development, learning study, practice based research, teacher education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-98438 (URN)
Conference
TEPE 2023
Available from: 2024-02-09 Created: 2024-02-09 Last updated: 2024-02-09
Arvidsson, M., Kilbrink, N. & Asplund, S.-B. (2023). Using the Mirror as a Working Tool in Handicraft Education. In: Sara Davies, Matt McLain, Alison Hardy, and David Morrison-Love (Ed.), The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October): . Paper presented at PATT40, The 40th pupils' attitudes towards technology conference, Liverpool, 31 October - 3 November 2023. Liverpool
Open this publication in new window or tab >>Using the Mirror as a Working Tool in Handicraft Education
2023 (English)In: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October) / [ed] Sara Davies, Matt McLain, Alison Hardy, and David Morrison-Love, Liverpool, 2023Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.

Place, publisher, year, edition, pages
Liverpool: , 2023
Keywords
Handicraft, Technical Vocational education, Interaction, Learning, CAVTA
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-98606 (URN)10.24377/PATT40.2023 (DOI)
Conference
PATT40, The 40th pupils' attitudes towards technology conference, Liverpool, 31 October - 3 November 2023
Projects
Yrkeslärande
Funder
Swedish Research Council, 2017- 03552
Available from: 2024-02-19 Created: 2024-02-19 Last updated: 2024-02-19
Enochsson, A.-B., Kilbrink, N. & Ådefors, A. (2022). Between education and work: Students learning with digital technology. In: Education and involvement in precarious times: Abstract book. Paper presented at Nordic Educational Research Association (NERA), Reykjavik, 1-3 June 2022. School of Education, University of Iceland
Open this publication in new window or tab >>Between education and work: Students learning with digital technology
2022 (English)In: Education and involvement in precarious times: Abstract book, School of Education, University of Iceland , 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In dual vocational education, learning takes place in several arenas. Research hasshown that it is often complicated for pupils to integrate learning from these differentarenas, since there is a perceived gap they are supposed to bridge. In previousresearch, we have studied how teachers use digital technology as boundary objectsto bridge the gaps and to facilitate the learning process for the pupils when they areat workplaces. The aim of this study is to gain more knowledge about how pupilsexperience their teachers’ efforts to facilitate their learning across arenas when usingdigital multi-modal logbook as a boundary object between school and workplaces invocational education.Theoretical framework.The study builds on theories of boundary crossing, which is based in cultural-historical activity theory (CHAT) (Tuomi-Gröhn & Engeström, 2003). The specific theoretical framework used as a complement to the CHAT framework, is a Multilevel Boundary Crossing framework developed by Akkerman and Bruining (2016). The levels in this framework are intrapersonal, interpersonal and institutional respectively.The combined analysis will enable the degree and kind of boundary crossing that facilitate student learning or may cause contradictions. This will give a more nuanced view of pupils’ learning when moving between learning arenas in their vocational education.The results from this study are relevant for understanding how digital technology can contribute to teaching and learning in vocational education which take place in two different learning arenas.

Place, publisher, year, edition, pages
School of Education, University of Iceland, 2022
Keywords
vocational education; technology; boundary objects
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-92983 (URN)978-9935-468-22-2 (ISBN)
Conference
Nordic Educational Research Association (NERA), Reykjavik, 1-3 June 2022
Available from: 2023-01-19 Created: 2023-01-19 Last updated: 2023-01-23Bibliographically approved
Kilbrink, N., Axelsson, J. & Asplund, S.-B. (2022). Defining critical aspects in interaction: Examples from a learning study on welding based on CAVTA. International Journal for Lesson and Learning Studies, 11(5), 16-29
Open this publication in new window or tab >>Defining critical aspects in interaction: Examples from a learning study on welding based on CAVTA
2022 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 11, no 5, p. 16-29Article in journal (Refereed) Published
Abstract [en]

Purpose The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests. Design/methodology/approach In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed. Findings The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible. Originality/value Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
CAVTA, Critical Aspects, Interaction, Learning Study, Vocational Practical Objects of Learning, Welding
National Category
Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-89613 (URN)10.1108/ijlls-12-2021-0113 (DOI)000779334000001 ()2-s2.0-85129173918 (Scopus ID)
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2022-04-25 Created: 2022-04-25 Last updated: 2023-09-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3440-8074

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