27 SES 06 B, Subject Integrated Teaching and Vocational Training
Studies have revealed that persons involved in health care mean that the most important skills for caregivers are related to communication, ethics, attitude and empathy to caretakers (Eliasson & Rehn, 2013, Thörnquist 2004).
On the basis of this background the aim in the text is to explore how health care teachers in Sweden talk about the acquisition of vocational knowing at upper secondary school, and how they describe their teaching to develop caring dispositions.
Håkansson and Sundberg (2012) claim that most researchers today agree that the teaching methods are not the key to learning. What matters is instead the use of teaching methods related to central didactic principles that support students’ learning. The intention in the text is to identify underlying didactic principles, expressed in the speech of the teachers. In the analysis of the text, comparisons to actual research of effective learning are made. The results are also finally analysed from a socio-cultural perspective of learning using concepts as mediating tools and communities of practice.
Eliasson, Eva & Rehn, Helena (2013). A caring disposition and subordination. Healthcare teachers conceptions of important vocational knowing. Paper to the European Conference on Education Research (ECER), Istanbul, Turkey, September 10-13, 2013. Gayle, Barbara Mae (red.) (2006). Classroom communication and instructional processes: advances through meta-analyses. Mahwah, N.J.: Lawrence Erlbaum Associates. Hattie, John A.C. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Håkansson, Jan & Sundberg, Daniel. 2012. Utmärkt undervisning. Framgångsfaktorer i svensk och internationell undervisning. Stockholm: Natur & Kultur. Kemmis, Roslin Brennan (2012). Yrkesutbildning och yrkeslärare i Australien. I: Lärare och lärande i yrkesprogram och introduktionsprogram, red, Henning Loeb och Korp, 215-229. Lund: Studentlitteratur. Lave, Jean & Wenger, Etienne (1991). Situated Learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. Robson, Jocelyn & Bailey, Bill & Larkin, Shirley (2004). Adding Value: investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work, 17:2, 183-195. Rosenberg, Alexander (2012). Philosophy of the Social Sciences. Boulder: Westview Press. Törnquist, Agneta (2004). Vad man ska kunna och hur man ska vara. En studie om enhetschefers och vårdbiträdens yrkeskompetens inom äldreomsorgens särskilda boendeformer. Akademisk avhandling. Stockholm: HLS Förlag. Watt Boolsen, Merete (2007). Kvalitativa intervjuer. Forskningsprocess, människa, samhälle. Malmö: Gleerup. Wenger, Etienne (1998). Communities of Practice, Meaning and Identity. Cambridge: Cambridge University Press. Wierzbicka, Anna (2006). The concept of ‘dialogue’ in cross-linguistic and cross-cultural perspective. Discourse studies, 8 (5), 675-703.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
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