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Publications (10 of 13) Show all publications
Asghari, H., Andersén, A. & Petersson, M. (2019). Att vara lärare för lärare: Ämnesdidaktiska syften i utbildning till yrkeslärare och ämneslärare. In: Mikael Svanberg & Carina Vikström (Ed.), Pedagogiska utvecklingsprojekt vid Karlstads universitet: Bidrag från universitetspedagogisk konferens 2017-2019 (pp. 11-36). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Att vara lärare för lärare: Ämnesdidaktiska syften i utbildning till yrkeslärare och ämneslärare
2019 (Swedish)In: Pedagogiska utvecklingsprojekt vid Karlstads universitet: Bidrag från universitetspedagogisk konferens 2017-2019 / [ed] Mikael Svanberg & Carina Vikström, Karlstad: Karlstads universitet, 2019, p. 11-36Chapter in book (Refereed)
Abstract [sv]

Under 2018 genomförs ett pilotprojekt med medel från lärarutbildningsnämnden (LUN) kring hur didaktiklärarna i den korta lärarutbildningen (KUB) ser på sitt uppdrag. Frågan är viktig att belysa då didaktik utgör en stor del av lärarutbildningen. Dessutom behöver didaktikerna, utifrån de nationella examensmålen för utbildningen, bedöma vilken kunskap som undervisningen skall förmedla, hur, när och varför den ska undervisas samt att vara medvetna om samspelet mellan undervisning, lärande och resultat (jfr Bengtsson & Kroksmark, 1994; Dahlgren, 1990). I det sammanhanget blir det viktigt att undersöka hur yrkesdidaktikerna ser på sitt uppdrag och vilka kvalitéer i lärares kompetens de månar om. Inom KUB är ämnesdidaktiken insprängd i den utbildnings­vetenskapliga kärnans kurser (UK-kurserna). Studenterna är här indelade i olika (yrkes-)ämnes-didaktikgrupper beroende på ämnesinriktning. I samma kurs kan det finnas upp mot 25 olika didaktikgrupper. Sammanlagt fanns inom KUB läsåret 17/18 drygt 40 verksamma didaktiker med olika bakgrund (lektorer, adjunkter och gymnasielärare). Vid kursledarmöten, KUB-konferenser och kursvärderingar har det framkommit att det ser väldigt olika ut i samma kurs avseende vad den didaktiska delen innehåller och hur den examineras. I projektet undersöks genom textanalyser (jfr Boréus & Bergström, 2005) hur kursmålen inom didaktiken examineras och vilket innehåll som lyfts fram i samtliga 90 studiehandledningar som berör yrkesämnes och ämnesdidaktik inom YRK och KPU ht 2017. Resultaten pekar på att didaktikernas syn på sitt uppdrag skiljer sig beroende på deras utbildningsbakgrund och anställningsform. Didaktiker med forskarexamen bygger i större utsträckning sina uppgifter på forskning, har en mer vetenskaplig tolkning av lärandemålen, examinerar studenterna utifrån sin vetenskapliga tolkning av lärandemålen och använder sig utav forskningsartiklar och doktorsavhandlingar i litteraturlistan än didaktiker som inte har forskarutbildning. Didaktiker som några gånger per termin kommer från gymnasieskolor till universitet och undervisar yrkeslärarstudenter konstruerar sina uppgifter och examinerar sina studenter baserad på ”den undervisningsverklighet” studenterna kommer att möta i sina framtida yrken som yrkeslärare. De använder också oftare än didaktiker med forskarexamen texter från sina branschorganisationer i litteraturlistan.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Series
Utveckling av undervisning och examination i högre utbildning: utgiven av Universitetspedagogiska enheten vid Karlstads universitet ; 2019:1
Keywords
Lärarutbildning, ämnesdidaktik, yrkes- och professionsutbildning
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-76305 (URN)978-91-7867-072-7 (ISBN)978-91-7867-082-6 (ISBN)
Available from: 2020-01-16 Created: 2020-01-16 Last updated: 2020-01-16Bibliographically approved
Asghari, H. & Schaffar, B. (2019). The tension between intrinsic and instrumental values in five teachers’ stories from the industrial technology programme. Nordic Journal of Vocational Education and Training, 9(2), 71-90
Open this publication in new window or tab >>The tension between intrinsic and instrumental values in five teachers’ stories from the industrial technology programme
2019 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, no 2, p. 71-90Article in journal (Refereed) Published
Abstract [en]

In this article, we discuss a tension between the intrinsic and instrumental value in relation to work and human life. This tension is reflected in the UN Declaration of Human Rights, which regards work as an intrinsic value for a human life, as well as in the (neoliberal) labour market, that values work and workers for their instrumental ends. In the light of this tension, we analyse how five vocational teachers’ life stories express it through descriptions of their experiences, decisions and teaching. The methodological starting point of our study is based on a narrative perspective, where vocational teachers’ stories are at the centre. Our analytical tools are taken from Bamberg (1997), who discusses how people position themselves in their own stories. In light of four positions as outlined by Bamberg, we discuss three tensions: 1) The right to work as universal and under conditions at the same time, 2) Work as a place for belonging under the shadow that only profit counts, and 3) Performing a good job, while balancing professional pride and the concern for oneself. In our conclusions, we suggest that vocational teachers should provide their students with wider civic knowledge about their rights as well as about possible forms of influencing structures in the labour market that vocational teachers are in part preparing their students for.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2019
Keywords
vocational teacher, human rights in VET, life stories, intrinsic and instrumental values, industrial technology programme
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75235 (URN)10.3384/njvet.2242-458X.199271 (DOI)
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-10-11Bibliographically approved
Kilbrink, N., Asplund, S.-B. & Asghari, H. (2019). Yrkeslärande i interaktion på VVS- och fastighetsprogrammet. In: : . Paper presented at Nordyrk, Helsingfors, 12-14 juni.
Open this publication in new window or tab >>Yrkeslärande i interaktion på VVS- och fastighetsprogrammet
2019 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75193 (URN)
Conference
Nordyrk, Helsingfors, 12-14 juni
Projects
Yrkeslärande
Funder
Swedish Research Council, 2017-03552
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-11-20Bibliographically approved
Asghari, H. (2018). Defining professional skills from teachers life stories. In: Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis (Ed.), Emergent issues in Vocational Education & Training: Voices from cross-national research (pp. 23-59). Premiss förlag
Open this publication in new window or tab >>Defining professional skills from teachers life stories
2018 (English)In: Emergent issues in Vocational Education & Training: Voices from cross-national research / [ed] Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis, Premiss förlag, 2018, p. 23-59Chapter in book (Refereed)
Abstract [en]

The life and professional experiences of vocational teachers in Sweden are at the centre of this study. Vocational teachers are greatly influential in shaping their students into professionals. The specific life experiences of vocational teachers can play an important role in preparing vocational students for their future professional lives. This study investigates the different themes that emerge from the teachers’ professional life stories regarding the term professional skills. Through life story interviews with four vocational teachers I could see that professional skills do not only involve the tangible work done in the profession (for example, welding, turning or milling), but there are also other skills that vocational students should acquire to become successful professionals. In this article, I show what other skills the vocational teachers may emphasize and how these other skills can be understood in relation to vocational teachers’ previous experiences.

Place, publisher, year, edition, pages
Premiss förlag, 2018
Keywords
Vocational teachers’ life stories; Industrial technology programme; Professional skills
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-67351 (URN)978-91-86743-74-1 (ISBN)
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-06-19Bibliographically 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: 2019-11-04Bibliographically approved
Asghari, H. & Schaffar-Kronqvist, B. (2018). The Paradox in the Industrial Technology Programme. In: Lázaro Moreno Herrera, Marianne Teräs & Petros Gougoulakis (Ed.), Vocational Education & Training - The Word of Work and Teacher Education: Emergent Issues in Research on Vocational Education & Training Vol. 3 (pp. 337-362). Stockholm: Premiss förlag
Open this publication in new window or tab >>The Paradox in the Industrial Technology Programme
2018 (English)In: Vocational Education & Training - The Word of Work and Teacher Education: Emergent Issues in Research on Vocational Education & Training Vol. 3 / [ed] Lázaro Moreno Herrera, Marianne Teräs & Petros Gougoulakis, Stockholm: Premiss förlag, 2018, p. 337-362Chapter in book (Refereed)
Abstract [en]

In this article, we examine two Swedish industrial teachers’ stories about their education, professional life and teaching. The stories are discussed in relation to the first paragraph of Article 23 of the UN Convention on Human Rights. The methodological starting point of our study is based on life stories and our analysis tools are taken from Bamberg (1997), who discusses how people position themselves in their stories. Our analysis shows three positionings. The first positioning appears in relation to workshop workers and to workshop work. The second positioning appears in relation to the industrial company and employer aspects. The third positioning appears in relation to employability. These three positions show that industry companies did not help industrial workers prevent occupational injuries and unemployment, and the industrial workers who were loyal to their employers did their best in the given set of circumstances. Vocational teachers educate Swedish children and young people to industrial workers, for the competitive industry companies in a neoliberal labour market, but we see a professional ethical dilemma in relation to the first paragraph of Article 23 in the way the industrial companies treats their industrial workers.

Place, publisher, year, edition, pages
Stockholm: Premiss förlag, 2018
Keywords
Vocational education, vocational teacher, professional ethical dilemma, neoliberal labour market, life stories
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75236 (URN)978-91-86743-88-8 (ISBN)
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-11-04Bibliographically approved
Asghari, H. & Kilbrink, N. (2018). Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet. Nordic Journal of Vocational Education and Training, 8(1), 23-44
Open this publication in new window or tab >>Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet
2018 (Swedish)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 23-44Article in journal (Refereed) Published
Abstract [en]

The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers’ stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okay-guy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2018
Keywords
vocational teachers, assessment, industrial technology programme, CNC technology, welding technology, life stories
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65901 (URN)10.3384/njvet.2242-458X.188123 (DOI)
Note

Two vocational teachers’ stories of grade assessment on the industrial technology programme

Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-01-30Bibliographically approved
Andersén, A., Asghari, H. & Petersson, M. (2018). Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination. Nordic Journal of Vocational Education and Training, 8(3), 98-123
Open this publication in new window or tab >>Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination
2018 (Swedish)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 3, p. 98-123Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
Keywords
vocational subject didactics, vocational teacher education, vocational teacher educators, working methods, goal, examination, content
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-70741 (URN)10.3384/njvet.2242-458X.188398 (DOI)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-01-18Bibliographically approved
Asghari, H. (2017). Technical knowledge in Industrial-technology program as it emerges from three vocational teachers’ life stories. Education: Opole University annual, 2, 155-165
Open this publication in new window or tab >>Technical knowledge in Industrial-technology program as it emerges from three vocational teachers’ life stories
2017 (English)In: Education: Opole University annual, ISSN 2450-7121, Vol. 2, p. 155-165Article in journal (Refereed) Published
Abstract [en]

In this study, the focus is on three vocational teachers’ stories of their lives and teaching experiences. The research method that I use in this study is life story and the teachers are Johnny, Oscar and Omed. From the teachers stories emerge the technical knowledge that they believe that their students should learn during their Industrial-technology education.

In terms of analytical method I focused on the stories content and I chose to do a thematic analysis of the stories, and through a holistic approach to see the different patterns which emerge from the stories. Based on Johnny’s, Oscar’s and Omed’s stories about their lives and teaching experiences, various themes of knowledge which their students should learn, became apparent. These themes are: knowledge about being a good citizen, knowledge of technology, knowledge about coping with life as an adult, knowledge which can be used in real life and knowledge which can lead to employment. In the article, I even discuss how these prominent aspects of knowledge can be understood in relation to Aristotle’s definition of the concept of knowledge Episteme, Techne and Phronesis. 

Johnny’s, Oscar’s and Omed’s life stories show even an important thing. It shows that the technical knowledge that teachers believe that their students should learn are contractions. In these contractions, technical knowledge “creates” in the interaction between teachers, students and their environment. In addition, in this interaction teachers’ life experiences even have certain significance.

Place, publisher, year, edition, pages
Opole: Instytut Nauk Pedagogicznych Uniwersytetu Opolskiego, 2017
Keywords
Technical knowledge, vocational teacher, life stories
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-67809 (URN)
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-06-19Bibliographically approved
Andersén, A. & Asghari, H. (2016). Identitetsframträdande och positionering i handledares berättelser. Kapet (elektronisk), 12(2), 87-102
Open this publication in new window or tab >>Identitetsframträdande och positionering i handledares berättelser
2016 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 87-102Article in journal (Other academic) Published
Abstract [sv]

Handledning är en stor del av yrkesutbildning på olika nivåer. Den handledning som förekommer i en utbildning beskrivs som ett sätt att stödja och uppmuntra studenterna i deras lärande (Croninger & Lee, 2001), men även handledaren är lärande i handledningssituationen (Andersén, Berglund & Gustavsson, kommande). I artikeln beskriver vi handledningssituationer som berättas i tal eller skrift av handledare, och analyserar de lärar-/handledningsidentiteter som framträder i berättelserna. Vi utgår från ett socialkonstruktionistiskt perspektiv på berättande (Goodson, Biesta, Tedder, & Adair, 2010; Mishler, 1999) där handledarnas narrativa reflektioner kring sina berättelser (Freeman, 2010) har en avgörande roll i rekonstruktionen av handledningssituationen. Handledare i vår studie är lärarutbildare på gymnasiala yrkesprogram som handleder inom verksamhetsförlagd utbildning (VFU), högskolelärare som arbetar med handledningsmodellen Reflekterande Handledning i Omvårdnad (RHiO) inom sjuksköterskeprogrammet samt yrkeslärare som handleder elever inom de gymnasiala yrkesprogrammen. De som blir handledda är följaktligen universitetsstudenter (yrkeslärar- och sjuksköterskestudenter) och yrkeselever. Omgivningen varierar beroende på yrkesutbildning, men är exempelvis för yrkeslärarna gymnasieskolor och deras gymnasielever. Studien visar att de lärar-/handledaridentiteter som framträder ur lärarnas/handledarnas berättelser om deras handledningsarbete handlar om handledare som mentor och förebild, handledare som reflekterande samtalspartner samt handledare som bedömare och kontrollant. Dessutom visar studien att lärarna/handledarna främst positionerar sig gentemot de studenter de handleder, men också att den som bli handledd kan positionera sig i förhållande till sin egen handledare. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016
Keywords
identitetsframträdande, positionering, handledare, yrkesutbildning, narrativ, socialkonstruktionism
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-47662 (URN)
Available from: 2017-01-18 Created: 2017-01-18 Last updated: 2019-06-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7252-9657

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