VET, Expertise, and Work

Guile, David; Unwin, Lorna

doi:10.1002/9781119098713.ch2

Cited by 5 publications

(1 citation statement)

References 35 publications

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“…From a Didaktik perspective, maintaining a focus on both work processes and work results in preparation for either work or employability is apparently difficult. Thus, for example, the tangible work task of producing a plan in the Diploma project shifted to the intangible task (Guile & Unwin, 2019b) of setting up peer group work and keeping such elusive work on track through a joint effort. Surprisingly, writing safety and security plans is not a task that security officers usually do, although they are of course supposed to follow such plans.…”

Section: Discussionmentioning

confidence: 99%

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

Johansson

2020

Journal of Curriculum Studies

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Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work products resulted in a split target. Pursuing the split target, observed teachers enacted knowledge practices centred on student accountability for generic but highly restricted work processes. For example, the tangible task Devising a safety and security plan was recast as the more intangible task of social collaboration in group work. Targeting collaboration appeared to provide limited integrative knowledge-building opportunities, raising concern that qualifications-based curricula may offer insufficient structure for vocational teachers to plan their instruction accordingly, at least in the observed setting.

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Section: Discussionmentioning

confidence: 99%

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

Johansson

2020

Journal of Curriculum Studies

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Healthcare Sector, Medical Tourism and Employment Relations in India: Emerging Paradigms, New Directions and Future Trajectory

Mishra,

Wagh,

Vinchu

2024

Medical Tourism in Developing Countries

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Collaborating Across Occupational Boundaries: Towards a Theoretical Model

Striković

Wittmann

2022

Vocations and Learning

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The digital transformation leads to changing work contexts and new work objects that give rise to the necessity of collaboration across occupational boundaries. Yet there is a lack of theoretical models of cross-occupational collaboration, particularly with regard to individuals’ cross-occupational collaboration competency (COCC). In order to close this research gap, this article presents a theoretical model of COCC and associated indicators which can be subject to education and diagnostics in VET. In accordance with activity theory, cross-occupational collaboration is characterized as an activity system. While an activity is collective in nature, its role-constituting elements (e.g., division of labor) point to role-theoretical approaches. This paper reviews role-theoretical frameworks and applies structural symbolic interactionism as a framework for modeling an individual’s COCC. Using its conceptual apparatus, a hierarchical model of an individual’s capacity for cross-occupational collaboration within an activity system is developed. Its elements are (i) knowledge about one’s own occupational role, (ii) knowledge about the roles of the cooperation partners with other occupations, (iii) latent role distance, (iv) role-taking, and (v) object-oriented role coordination/role-making. This model can also be used as a basis for assessments that may lead to empirical investigations of how to promote individuals’ COCC.

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VET, Expertise, and Work

Cited by 5 publications

References 35 publications

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

Healthcare Sector, Medical Tourism and Employment Relations in India: Emerging Paradigms, New Directions and Future Trajectory

Collaborating Across Occupational Boundaries: Towards a Theoretical Model

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