Difference between revisions of "Asplund-Kilbrink2018"

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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Stig-Börje Asplund; Nina Kilbrink
 
|Author(s)=Stig-Börje Asplund; Nina Kilbrink
|Title=Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education
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|Title=Learning how (and how not) to weld: vocational learning in technical vocational education
 
|Tag(s)=EMCA; Vocational learning; Work
 
|Tag(s)=EMCA; Vocational learning; Work
 
|Key=Asplund-Kilbrink2018
 
|Key=Asplund-Kilbrink2018
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|Volume=62
 
|Volume=62
 
|Number=1
 
|Number=1
|Pages=1-16
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|Pages=1–16
|URL=https://doi.org/10.1080/00313831.2016.1188147
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|URL=https://www.tandfonline.com/doi/full/10.1080/00313831.2016.1188147
 
|DOI=10.1080/00313831.2016.1188147
 
|DOI=10.1080/00313831.2016.1188147
 
|Abstract=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.
 
|Abstract=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.
 
}}
 
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Latest revision as of 02:58, 14 January 2020

Asplund-Kilbrink2018
BibType ARTICLE
Key Asplund-Kilbrink2018
Author(s) Stig-Börje Asplund, Nina Kilbrink
Title Learning how (and how not) to weld: vocational learning in technical vocational education
Editor(s)
Tag(s) EMCA, Vocational learning, Work
Publisher
Year 2018
Language English
City
Month
Journal Scandinavian Journal of Educational Research
Volume 62
Number 1
Pages 1–16
URL Link
DOI 10.1080/00313831.2016.1188147
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

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.

Notes