The Textualization of Problem Handling

Karlsson, Anna-Malin; Nikolaidou, Zoe

doi:10.1177/0741088316653391

Cited by 18 publications

(7 citation statements)

References 14 publications

(15 reference statements)

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“…Training VSTs to write lesson plans can be seen as a means for them to develop professional digital competence. Also, the textualisation of problem handling is a key resource in supporting learning processes, fostering expertise, and developing professional competence (Karlsson & Nikolaidou, 2016). In addition, Hellne-Halvorsen et al ( 2020) argue that digitalisation places more focus on textbased working life and engagement in profession-specific communication and generic literacy practices.…”

Section: Developing Professional Digital Competencementioning

confidence: 99%

Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans

Nordmark

2023

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In 2018, the curricula and subject syllabi in Sweden were revised, the aim being to increase the digital competence of pupils. This article presents a study of how vocational student teachers at uppersecondary school legitimise the use of digital tools in their lesson planning as a means to support the learning of pupils. This provides knowledge of what vocational student teachers view as central to their teaching. Using Theo van Leeuwen's legitimation analysis, the lesson plans of 25 vocational student teachers, as well as eight ethnographic interviews, were analysed. In legitimation, the vocational student teacher argues using references or actions that need to be performed, or not performed. The task of the argument is to justify language or actions so that they are acceptable to others. Legitimation also makes visible the relationships and responsibilities between different parties. The results show that vocational student teachers legitimise their choices to authority. The lesson plans are based on the relationship of vocational student teachers to their own actions in teaching. However, how pupils develop their learning and digital competence is not affected. The digital tools as resources in teaching are legitimised with reference to speed, agility, control, and overview. The use of digital tools links strongly to writing, which affects the educational environment and professional life.

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Section: Developing Professional Digital Competencementioning

confidence: 99%

Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans

Nordmark

2023

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“…Analysen kan -liksom kritiska diskursstudier -visa försök till maktutövande över anonyma grupper, och det på ett etnografiskt sätt som påminner mer om hur maktutövande över anställda i en organisation studerats (t.ex. Tusting 2015, Karlsson & Nikolaidou 2016. Att diskurser, kunskaper o.d.…”

Section: Diskussionunclassified

“…Hur marknadsdiskurser relaterade till New Public Management påverkar olika yrkesgrupper har t.ex. undersökts avTusting & Barton (2016),Ledin & Machin (2016) ochKarlsson & Nikolaidou (2016). Dessa studier visar att anställda tvingas att göra vissa saker, vilket minskar utrymmet för andra handlingar och roller.…”

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Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

Blåsjö

2022

Språk Och Stil

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Calls have been raised for more research on the use of texts and other types of in real-life communication in real-life situations, which are often complex and hybrid. This study is based on data from a meeting at a hospital ward where a Key Account Manager from a pharmaceutical business informs staff about a medical product during their lunch hour. Mediated discourse analysis is applied to map the mediating trajectories of the texts used in the meeting and to reveal the role of people in this mediation. The analysis shows that the situation can be regarded as a mediation of a discourse concerning the marketing of medical products and of actual legal texts, stating that pharmaceutical businesses cannot offer doctors values such as expensive dinners. Besides a PowerPoint document, other material resources and practices such as a modest meal contribute to the situation. In the texts, a medical-scientific discourse, a commercial discourse and an administrative discourse are mixed. Doctors' actions of prescribing the product are anticipated by the Key Account Manager's actions of 1) constructing an 'historical body' of trust, 2) emphasizing certain textual messages at the same time and offering these texts in a durable material form. This manner of simultaneous and/or durable material forms is introduced as discursive layering. The study presents an empirical case of how 'big discourses' are mediated into local actions which, in turn, are targeted to affect future actions.

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“…Opplaeringen av fagarbeidere i fag-og yrkesopplaeringen har tradisjonelt vaert praksisbasert og situert der relevant kunnskap sees i forhold til den konkrete yrkesutøvelsen (Hiim & Hippe, 2001). Økt behov for fagovergripende kompetanser kan innebaere en utfordring for det yrkespedagogiske feltet med hensyn til implementering av disse i opplaeringen (Davey & Fuller, 2013;Karlsson & Nikolaidou, 2016;Ortoleva & Bétrancourt, 2015).…”

Section: Teoretisk Innramming Og Forskning På Feltetunclassified

“…Forskning på dette feltet er svaert sparsom, som denne studien søker å gi mer kunnskap om. Raske endringer i arbeidslivet krever evne til omstilling og livslang laering som fordrer et bredt spekter av «soft skills» eller overførbare ferdigheter (transferable skills), inkludert skriveferdigheter (DiBenedetto, 2019;Karlsson & Nikolaidou, 2016;Ortoleva & Bétrancourt, 2015). Yrkesfaglaererutdanningen forholder seg til to praksisfelt: studentenes framtidige yrke som yrkesfaglaerere, og yrkesfaglaereres opplaering av framtidens fagarbeidere.…”

Section: Konklusjonunclassified

Arbeid med skriving i yrkesfaglærerutdanningen

Hellne-Halvorsen

Spetalen

2020

ADNO

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Denne artikkelen er basert på en studie om skriving i yrkesfaglærerutdanningen. Med bruk av en kvantitativ spørreundersøkelse av studenter på bachelorutdanningen og kvalitative intervjuer av et utvalg yrkesfaglærerutdannere, som «mixed methods», gir artikkelen et dobbelt perspektiv på hvordan skriving praktiseres i utdanningen sett fra studenters og yrkesfaglærerutdanneres erfaringer og synspunkter. Studien undersøker hvordan studenter utvikler sin skrivekompetanse og hva slags skrivekompetanse som vektlegges i yrkesfaglærerutdanningen. Begrepet «skrivekompetanse» har i denne studien et dobbelt perspektiv; det ene er relatert til disiplin eller fag- og kontekst-spesifikk skriving, det andre til en generisk, overførbar og kontekstuavhengig skrive-kompetanse. Artikkelen diskuterer behovet for en generisk og overførbar skrive-kompetanse når fagkompetanse skal kommuniseres i et tekstbasert arbeidsliv i raske endringer. Dette aspektet vil stå sentralt når studenter på yrkesfaglærerutdanningen skal, som ferdig utdannete yrkesfaglærere, gi opplæring til framtidens fagarbeidere. Den teoretiske innrammingen av studien er basert på en sosiokulturell tilnærming i tråd med New Literacy Studies, og på teorier som utforsker nye perspektiver på literacy og kontekst. Forskningsspørsmålene er: Hva slags skrivekompetanse vektlegges i yrkes-faglærerutdanningen, og hvordan forbereder skrivearbeidet i yrkesfaglærerutdanningen studentene på deres framtidige yrkesliv som yrkesfaglærere? Resultatene viser at studentene har en liten utvikling av skrivekompetansen sin i løpet av bachelor¬utdanningen. En forklaring er at mye skriving i løpet av utdanningen gir skrivetrening og bidrar til å utvikle skrivekompetansen. En annen er læreres eksplisitte undervisning og veiledning. Men lærere i yrkesfaglærerutdanningen praktiserer dette i ulik grad og med ulike vektlegginger på skrivekompetanse. Det siste kan ha sammenheng med lærernes egen kompetanse og synspunkter på behovet for skrivekompetanse rent generelt, men kan også knyttes til institusjonens prioriteringer. Verdt å nevne er at mange studenter etterlyser mer fokus på skriving og å lære å skrive akademiske tekster. Skrivearbeidet i yrkesfaglærerutdanningen har som primært mål å mediere læring og i mindre grad å utvikle studentenes skrivekompetanse i et framtidsperspektiv som yrkes¬faglærere. Nøkkelord: yrkesfaglærerutdanning, skrivekompetanse, generiske og fagspesifikke skriveferdigheter, arbeidslivets behov for skrivekompetanse Writing practices in Vocational Teacher Education AbstractThis article is based on a study on writing practices in Vocational Teacher Education. By using a quantitative survey of bachelor students and qualitative interviews of a sample of teacher educators, as mixed methods, we got a double perspective on how writing is practiced by experiences and utterances from students and teacher educators. The study explores how students develop their writing competences and what kind of writing competences are emphasized in Vocational Teacher Education. The concept “writing competences” in this study has a dualistic or two-sided approach; one is related to professional, discipline and context specific writing, the other to a generic, transferable and context independent writing competence. The article discusses the need of generic and transferable writing skills as an important part of professional communication in a text-based and fast changing labor market. This aspect will be essential when students as full-fledged vocational teachers shall educate pupils to become skilled workers. The theoretical framing of the study is based on a socio-cultural approach in line with New Literacy Studies, and on theories that explore new perspectives on literacy and context. Our research questions are: What kind of writing competences are emphasized in the Vocational Teacher Education, and how do writing practices prepare students to their future work as vocational teachers? The results show that students have little development of writing competences during their bachelor studies. One explanation is that a lot of writing during education also develops their writing competences. Another is teacher educators’ supervision of writing competences. However, teachers supervise in different ways with focus on different factors of writing skills. The latter is probably related to teachers’ own competences and attitudes towards the need of writing competences in general. But it can also be related to institutional policy and priorities towards writing competences. Worth mention, is that students ask for more focus on writing practices and learning to write academic texts. Writing practices has a primary goal to mediate learning in Vocational Teacher Education, and to a lesser extent to develop students’ writing competences in the perspective of a future as vocational teachers. Keywords: Vocational Teacher Education, writing competences, generic and subject specific writing skills, labor market’s need of writing competences

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The Textualization of Problem Handling

Cited by 18 publications

References 14 publications

Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans

Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans

Text, tid och handling i ett reglerat rum: En diskursanalys av mediering i hybrid arbetslivskommunikation

Arbeid med skriving i yrkesfaglærerutdanningen

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