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Publications (10 of 46) Show all publications
Enochsson, A.-B., Kilbrink, N., Andersén, A. & Ådefors, A. (2019). Teachers’ work with digital technology as boundary objects in vocational education. In: NERA 2019 Abstract Book: . Paper presented at NERA 6-8 March Uppsala Sweden son2019 (pp. 440).
Open this publication in new window or tab >>Teachers’ work with digital technology as boundary objects in vocational education
2019 (English)In: NERA 2019 Abstract Book, 2019, p. 440-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-71541 (URN)
Conference
NERA 6-8 March Uppsala Sweden son2019
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-22Bibliographically approved
Kilbrink, N., Buskqvist, U. & Karlefjärd, A. (2018). Att söka efter lärandeobjektet sökteknik: Erfarenheter av att arbeta med ett formativt förhållningssätt i en brandmansutbildning. Kapet (elektronisk), 14(1), 20-34
Open this publication in new window or tab >>Att söka efter lärandeobjektet sökteknik: Erfarenheter av att arbeta med ett formativt förhållningssätt i en brandmansutbildning
2018 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 14, no 1, p. 14p. 20-34Article in journal (Other academic) Published
Abstract [sv]

Denna artikel beskriver en iterativ studie med fokus på ett specifikt lärandeobjekt i en brandmansutbildning. I studien har utbildare och forskare arbetat tillsammans i relation till lärandeobjektet sökteknik med inspiration av metoden learning study. Ett specifikt mål för studien var att de deltagande lärarna skulle arbeta med sitt eget professionella lärande i förhållande till att ha ett formativt förhållningssätt och ge de studerande återkoppling i relation till ett specifikt undervisningsinnehåll. Arbetet med planering, genomförande och uppföljning av undervisningen har i studien dokumenterats genom samtalsintervjuer, fältanteckningar och videoinspelningar och denna artikel beskriver resultatet av en övergripande tematisk analys av hela denna dokumentation, med fokus på vad som framträder som centralt i relation till detta arbetssätt. Resultatet visar på fyra återkommande teman i materialet som handlar om Lärandeinnehåll och bedömningskompetens; planering och progression; teknik för visualisering samt organisatoriska utmaningar. Erfarenheterna av studien visar också på att detta arbetssätt kan vara ett effektivt sätt att synliggöra möjligheter och utmaningar, men också för att tydliggöra mål och reflektera över hur de studerande får återkoppling på det innehåll som är i fokus för lärandet.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018. p. 14
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-71535 (URN)
Available from: 2019-03-15 Created: 2019-03-15 Last updated: 2019-03-28Bibliographically approved
Kilbrink, N., Enochsson, A.-B., Andersén, A., Söderlind, L. & Ådefors, A. (2018). Connecting learning at school and vocational workplaces by using digital boundary objects: teachers’ experiences in Swedish upper secondary education. In: : . Paper presented at The 9th international conference of the EARLI SIG 14: Learning and professional development. University of Geneva, 12th – 14th, September 2018..
Open this publication in new window or tab >>Connecting learning at school and vocational workplaces by using digital boundary objects: teachers’ experiences in Swedish upper secondary education
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69263 (URN)
Conference
The 9th international conference of the EARLI SIG 14: Learning and professional development. University of Geneva, 12th – 14th, September 2018.
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-09-18Bibliographically approved
Asghari, H., Asplund, S.-B. & Kilbrink, N. (2018). "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning. In: Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto (pp. 95-104). Karlstad: Karlstads universitet
Open this publication in new window or tab >>"Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, p. 95-104Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
Keywords
Berättelser, identitetsframträdande, yrkesutbildning
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66705 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-16Bibliographically approved
Asplund, S.-B. & Kilbrink, N. (2018). Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research, 62(1), 1-16
Open this publication in new window or tab >>Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Vocational learning, vocational education, conversation analysis, variation theory, technical vocational education
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-43561 (URN)10.1080/00313831.2016.1188147 (DOI)
Available from: 2016-06-23 Created: 2016-06-23 Last updated: 2018-08-28Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2018). Learning to weld in technical vocational education: the first cycle of an action-oriented study. In: Research and Practice in Technology Education: Perspectives on Human Capacity and Development) . Paper presented at PATT36 International Conference.
Open this publication in new window or tab >>Learning to weld in technical vocational education: the first cycle of an action-oriented study
2018 (English)In: Research and Practice in Technology Education: Perspectives on Human Capacity and Development) , 2018Conference paper, Published paper (Refereed)
Abstract [en]

Creating efficient learning environments where students learn what they are supposed to learn, as well as understanding the relations between teaching and learning are recurring issues in educational settings. The importance of studying these issues in school practices is highlighted in different studies, but in relation to technical objects of learning in vocational education, there is an evident lack of such studies. By implementing an action-oriented study in iterative cycles, inspired by the Learning Study method, this study aims to redress this lack by focusing on learning processes involved when a vocational teacher and upper secondary students interact with tools and materials in relation to the object of learning to weld. We combine two different perspectives in the project (cf. Asplund & Kilbrink, 2018); variation theory analysis (VTA) (cf. Bjurulf, 2008; Marton & Tsui, 2004) and conversation analysis (CA) (Schegloff, 2007; Sidnell & Stivers, 2014). The study will be conducted as a collaborative project between a vocational teacher and two university based researchers and is funded by The Swedish Institute for Educational Research. During spring 2018 we will conduct the first cycle of the study and at the conference we will present this ongoing project and data from the first cycle. 

Keywords
Action research, Conversation analysis, Technical vocational education, Variation theory, Vocational learning.
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-68843 (URN)
Conference
PATT36 International Conference
Projects
Konsten att lära sig svetsa (Skolfi)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-08-22
Andersén, A., Enochsson, A.-B., Kilbrink, N., Söderlind, L. & Ådefors, A. (2018). Lärares erfarenheter av att arbeta med digital teknik i gränslandet mellan skola och APL. In: : . Paper presented at NordYrk 2018, Oslo, 10–12 Jun, 2018.
Open this publication in new window or tab >>Lärares erfarenheter av att arbeta med digital teknik i gränslandet mellan skola och APL
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2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-68623 (URN)
Conference
NordYrk 2018, Oslo, 10–12 Jun, 2018
Available from: 2018-07-26 Created: 2018-07-26 Last updated: 2018-07-27Bibliographically approved
Asplund, S.-B. & Kilbrink, N. (2018). Teaching and Learning How to Weld in Interaction: Professional Development. In: : . Paper presented at EARLI SIG 14 - Interaction, Learning and Professional Development, 12th-14th September 2018, Geneva, Switzerland.
Open this publication in new window or tab >>Teaching and Learning How to Weld in Interaction: Professional Development
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Action research, Conversation analysis, Technical vocational education, Variation theory, Vocational learning
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69262 (URN)
Conference
EARLI SIG 14 - Interaction, Learning and Professional Development, 12th-14th September 2018, Geneva, Switzerland
Projects
Konsten att lära sig svetsa (Skolfi)
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-09-17Bibliographically approved
Kilbrink, N. (2018). Technical Vocational Education: From Dualistic to Pluralistic Thinking. In: Marc J. de Vries (Ed.), Handbook of Technology Education: (pp. 193-204). Springer Netherlands
Open this publication in new window or tab >>Technical Vocational Education: From Dualistic to Pluralistic Thinking
2018 (English)In: Handbook of Technology Education / [ed] Marc J. de Vries, Springer Netherlands, 2018, p. 193-204Chapter in book (Refereed)
Abstract [en]

Discussions of technical and vocational education often concern various dichotomies that need to be bridged in learning. In this chapter, the dichotomizations between theory and practice, school and workplaces, and the what and how aspects of learning are addressed, and the chapter reports on and discusses some suggestions in research on bridging or handling such dichotomies in technical vocational education. Often, a holistic view and an integration of dichotomies are advocated. Bridging the gap involves complex processes, but being aware of the processes can be one step in the direction of integration. Another step, as argued in this chapter, is to abandon dualistic thinking and instead embrace pluralism, since research shows that there are often complex contexts involved that are not divisible into two different parts but rather into many different aspects. The complex processes of learning content in different contexts in vocational education constitute the students’ whole education. In order to understand these processes, it may be meaningful to divide phenomena into different units for analytical reasons, in order to understand how the parts integrate into the whole.

Place, publisher, year, edition, pages
Springer Netherlands, 2018
Series
Springer International Handbooks of Education
Keywords
Dualisms, Technical Education, Theory and Practice, Transfer, Vocational Education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65817 (URN)10.1007/978-3-319-44687-5_22 (DOI)978-3-319-44687-5 (ISBN)
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-06-29Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18
Open this publication in new window or tab >>“This angle that we talked about”: learning how to weld in interaction
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-18Article in journal (Refereed) Epub ahead of print
Abstract [en]

The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Learning content, Welding, Variation theory, Conversation analysis, Interaction, Technical vocational education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-70546 (URN)10.1007/s10798-018-9490-z (DOI)
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3440-8074

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