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Asplund, Stig-BörjeORCID iD iconorcid.org/0000-0002-2231-6386
Publications (10 of 76) Show all publications
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
Asplund, S.-B. & Ljung Egeland, B. (2023). Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities. In: : . Paper presented at The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad university, Sweden, 8th – 10th May 2023.
Open this publication in new window or tab >>Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. 

Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education. 

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-95772 (URN)
Conference
The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad university, Sweden, 8th – 10th May 2023
Available from: 2023-06-27 Created: 2023-06-27 Last updated: 2023-06-30Bibliographically approved
From, T., Asplund, S.-B. & Pérez Prieto, H. (2023). Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach. In: : . Paper presented at NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023..
Open this publication in new window or tab >>Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a subproject that aims to examine inclusion and democratization in Nordic basic schools by adopting a life history approach. The focus is on the students of the 70’s and their narratives about school experiences as they talk about their memories and experiences from the standpoint of the present. We ask how the basic school spaces provided opportunities for pupils to engage in social relations with peers with diverse social backgrounds, and what the perceived long-term implications are of the relations established in school.

The theoretical framework of this study is grounded on the concepts of space, place and time, seeking analytical connections between physical objects, narrated experiences, bodies and places. Informed by Doreen Massey’s (2005) notion of throwntogetherness, we aim to describe the plurality of individual trajectories that come together in the construction of the school as a social and physical space. This enables us to explore how the different social backgrounds of pupils have merged in the construction of schools as meeting places in the past and how these encounters have further influenced the lives of the previous pupils.

Methodologically, this study sets out from interviews of informants who attended the partner schools of this project in the 70’s. The interviews include elements of walk-along interviews where informants are encouraged to interact with objects and photos that can set into play storytelling that informs the analysis of social relations, interactions, and material, cultural and historical constructions in which the life story is embedded. The interviews will be conducted in and near the school buildings and in the informants’ present homes or other places of their preference. 8-12 informants will be recruited and interviewed 2-3 times each. First interviews are carried out in Sweden and Finland in the fall 2022 and the spring 2023. The interviews will be analyzed in a framework of narrative analysis with a life history approach.

The life history approach will give access to the narrated memories and experiences of the school as a meeting place, the opportunities it provided to the informants and the difficulties they encountered. It also contributes with knowledge of what these lived experiences of the social relations established in the local school as a meeting place with its specific architectural divisions and spatial arrangements have meant for the students of the 70’s across the lifespan, providing socio-historical insight into the development of the Nordic basic school as a political and a educational project.

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94179 (URN)
Conference
NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023.
Projects
Nordic basic schools as past, present and future sites
Available from: 2023-04-04 Created: 2023-04-04 Last updated: 2023-05-03Bibliographically 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
Asplund, S.-B. & Ljung Egeland, B. (2023). Male vocational students’ reader identities. A gateway to school’s work on promoting reading. 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 >>Male vocational students’ reader identities. A gateway to school’s work on promoting reading
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Literacy, Reading, Boys, Rural, Vocational education, Didactics
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-93167 (URN)
Conference
International Symposium on Comparative Didactics (ISCOD), Örebro University, Sweden, January 11-12, 2023
Available from: 2023-01-30 Created: 2023-01-30 Last updated: 2023-03-03Bibliographically approved
Nilsberth, M. & Asplund, S.-B. (2023). Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies. In: : . Paper presented at The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad University, Sweden, 8th – 10th May 2023.
Open this publication in new window or tab >>Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In a changing world, Nordic societies face the challenge of maintaining a just and inclusive society while undergoing rapid ideological, economic and social changes. In this development, basic education as well as teacher education play a key role but also faces new challenges related to increasing diversity among students’ backgrounds. On-going digitalisation and hybrid sociality made possible by mobile phones and computers have contributed to increased individualisation and to weakening of the classroom as a shared space where students from different backgrounds meet. These are challenges that education systems at large, including teacher education, has to prepare for in relation to a future we know little about. This presentation is part of a Nordic research project that examines how the ideals and practices of “One school for all” as a core of the Nordic welfare state has developed from the 70’s until today. Through multidisciplinary studies of four different Nordic schools, we explore their changing role for inclusion and exclusion over a time-span of approximately 50 years, attempting to shed light also on future challenges related inclusive and knowledge based education. The research material consists of policy documents and archive material from the selected schools, interviews with former students about their life histories, small projects carried out collaboratively with students, video material, field notes, and interviews from the schools today. Taking the Swedish school as our case, this presentation mainly draws on some initial data from interviews and observation studies with former and present students attending the same school, but 50 years apart. Based on these preliminary findings, we aim to discuss possible contributions from our project and what could be implications for teaching and teacher education. 

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-95771 (URN)
Conference
The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad University, Sweden, 8th – 10th May 2023
Projects
Nordic Basic Schools as Past, Present and Future Sites for Solving the Challenges of Making Diverse Inclusive Knowledge-Based Societies
Available from: 2023-06-27 Created: 2023-06-27 Last updated: 2023-06-29Bibliographically 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
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2231-6386

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