Open this publication in new window or tab >>2024 (Swedish)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 14, no 2, p. 30-54Article in journal (Refereed) Published
Abstract [en]
This study explores the interaction between students and teachers in subject-specific
vocational education, specifically focusing on the hair and make-up stylist classroom
within the handicraft programme in Swedish upper secondary school. The aim is to
understand the role and significance of the mirror in enabling teacher-student
interaction and mutual understanding. By integrating Conversation Analysis and
Variation Theory into a unified approach (CAVTA), the study seeks to provide
comprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enables
the identification of the visible content in teaching and how it manifests in the staged
vocational education setting. The findings reveal the teacher’s strategic use of the mirror
to emphasise critical aspects of the Object of learning, in this study referring to the
application of eye shadow. This utilisation of the mirror serves as a valuable teaching
tool in the interaction between the teacher and student.
Place, publisher, year, edition, pages
Linköping University Electronic Press, 2024
Keywords
vocational education, conversation analysis, variation theory, CAVTA, vocational learning, hair- and make-up stylist classroom, interaction, object of learning
National Category
Pedagogical Work Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-101352 (URN)10.3384/njvet.2242-458x.2412230 (DOI)
Projects
Yrkeslärande i teknisk gymnasial yrkesutbildning
Funder
Swedish Research Council, 2017-03552
2024-08-152024-08-152024-09-12Bibliographically approved