VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries
The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at...
Published in: | European Educational Research Journal |
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Format: | Article in Journal/Newspaper |
Language: | English |
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Umeå universitet, Institutionen för tillämpad utbildningsvetenskap
2019
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156807 https://doi.org/10.1177/1474904119830022 |
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ftumeauniv:oai:DiVA.org:umu-156807 2023-10-09T21:52:47+02:00 VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries Eiríksdóttir, Elsa Rosvall, Per-Åke 2019 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156807 https://doi.org/10.1177/1474904119830022 eng eng Umeå universitet, Institutionen för tillämpad utbildningsvetenskap University of Iceland European Educational Research Journal, 2019, 18:3, s. 355-375 orcid:0000-0001-8606-4256 orcid:0000-0002-3737-3244 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156807 doi:10.1177/1474904119830022 ISI:000468194700006 Scopus 2-s2.0-85062469565 info:eu-repo/semantics/openAccess vocational education and training vocational teachers upper secondary education individualisation generic knowledge Pedagogical Work Pedagogiskt arbete Article in journal info:eu-repo/semantics/article text 2019 ftumeauniv https://doi.org/10.1177/1474904119830022 2023-09-22T13:59:47Z The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions. Article in Journal/Newspaper Iceland Umeå University: Publications (DiVA) European Educational Research Journal 18 3 355 375 |
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Open Polar |
collection |
Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
English |
topic |
vocational education and training vocational teachers upper secondary education individualisation generic knowledge Pedagogical Work Pedagogiskt arbete |
spellingShingle |
vocational education and training vocational teachers upper secondary education individualisation generic knowledge Pedagogical Work Pedagogiskt arbete Eiríksdóttir, Elsa Rosvall, Per-Åke VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
topic_facet |
vocational education and training vocational teachers upper secondary education individualisation generic knowledge Pedagogical Work Pedagogiskt arbete |
description |
The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions. |
format |
Article in Journal/Newspaper |
author |
Eiríksdóttir, Elsa Rosvall, Per-Åke |
author_facet |
Eiríksdóttir, Elsa Rosvall, Per-Åke |
author_sort |
Eiríksdóttir, Elsa |
title |
VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
title_short |
VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
title_full |
VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
title_fullStr |
VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
title_full_unstemmed |
VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries |
title_sort |
vet teachers' interpretations of individualisation and teaching of skills and social order in two nordic countries |
publisher |
Umeå universitet, Institutionen för tillämpad utbildningsvetenskap |
publishDate |
2019 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156807 https://doi.org/10.1177/1474904119830022 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
European Educational Research Journal, 2019, 18:3, s. 355-375 orcid:0000-0001-8606-4256 orcid:0000-0002-3737-3244 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156807 doi:10.1177/1474904119830022 ISI:000468194700006 Scopus 2-s2.0-85062469565 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1177/1474904119830022 |
container_title |
European Educational Research Journal |
container_volume |
18 |
container_issue |
3 |
container_start_page |
355 |
op_container_end_page |
375 |
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1779315965999185920 |