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 | + | |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= | + | |Pages=1–16 |
| − | |URL=https://doi | + | |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 01:58, 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 | |
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
