27 SES 06 B, Subject Integrated Teaching and Vocational Training
The purpose of the licentiate thesis is to investigate what kind of vocational knowledge is produced in a subject integrated form of teaching in two Swedish Health and Social Care Programmes (HSCP), with special attention to texts used in teaching. This contribution focuses on the characteristics of subject integrated teaching in the two Programmes, and the usage of texts for this purpose.
The theoretical framework is based on a sociocultural approach where the main idea is that knowledge is produced and shaped within a social context (Säljö, 2000; Vygotskij, 1978). In order to describe the characteristics of the two cases of subject integrated form of teaching, concepts derived from Activity Theory (AT; Engeström, 1987) have been applied analytically, i. e. subjects, tools, rules, community, labor division, object/s and outcome. Special attention has further been put on texts as tools.
Engeström, Yrjö. (1987). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit. http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/toc.htm Heath, Shirley Brice. (1982). What No Bedtime Story Means: Narrative Skills at Home and School. Language in Society, Vol. 11, No. 1, Apr. 1982. Heath, Shirley Brice. (1983). Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press. Karlsson, Anna-Malin. (2003). Skrift och texter på bygget. En undersökning av vad och hur några byggnadsarbetare läser och skriver, verbalt och visuellt, i sitt arbete. Projektet Skriftbruk i arbetslivet. Rapport nr 2, 2003. www.nordiska.su.se/skriftbruk Karlsson, Anna-Malin. (2011). En arbetsdag i skriftsamhället. Ett etnografiskt perspektiv på skriftanvändning i vanliga yrken. Mölnlycke: Elanders. Säljö, Roger. (2000). Lärande i praktiken. Ett sociokulturellt perspektiv. Stockholm: Norstedts Akademiska Förlag. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
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