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Grahn Johansson, Viktoria
Publications (2 of 2) Show all publications
Ennals, R., Nelson, B., Ingwald, A., Johansson, V. & Lagercrantz, V. (2018). Coping with social learning: Social and economic change through engagement. In: Hans Christian Garmann Johnsen, Halvor Holtskog and Richard Ennals (Ed.), Coping with the future: Rethinking Assumptions for Society Business and Work (pp. 187-200). London & New York: Routledge
Open this publication in new window or tab >>Coping with social learning: Social and economic change through engagement
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2018 (English)In: Coping with the future: Rethinking Assumptions for Society Business and Work / [ed] Hans Christian Garmann Johnsen, Halvor Holtskog and Richard Ennals, London & New York: Routledge, 2018, p. 187-200Chapter in book (Other academic)
Place, publisher, year, edition, pages
London & New York: Routledge, 2018
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
Research subject
Physics, Electrotechnology
Identifiers
urn:nbn:se:lnu:diva-82113 (URN)10.4324/9780203712894 (DOI)2-s2.0-85048822848 (Scopus ID)9781138559318 (ISBN)9780203712894 (ISBN)
Available from: 2019-04-24 Created: 2019-04-24 Last updated: 2019-06-14Bibliographically approved
Alvunger, D. & Grahn Johansson, V. (2018). Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis. Nordic Journal of Vocational Education and Training, 8(3), 36-56
Open this publication in new window or tab >>Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis
2018 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 3, p. 36-56Article in journal (Refereed) Published
Abstract [en]

This article explores how vocational teacher education (VTE) students experience professional learning through the use of video analysis, their reflection among peers and their meaning-making of the ‘didactic ability’ concept during the beginning of their education. The empirical data consists of an online survey and semi-structured interviews with five vocational teacher education students. Bernstein’s concept of ‘pedagogic discourse’ and a conceptual framework of recontextualisation in vocational education and training developed by Evans, Guile and Harris guide the research. The findings strongly support observations from previous research that emphasise that the use of video promotes and supports teacher students’ professional growth. The VTE students develop a new understanding of how to organise content and to analytically handle the relationship between theoretical aspects and professional action. The emerging meanings of didactic ability are a new discursive understanding of work-knowledge and the teaching content, as well as a strategic structuring of the content for sense-making, transcending the theory and practice divide through visual artefacts and practical tasks and the ability to use different teaching strategies. Language, actions, content and meanings in terms of workplace codes tend to ‘move’ and to be recontextualised from the school’s pedagogic discourse.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
National Category
Pedagogy
Research subject
Education, General Didactics; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79108 (URN)10.3384/njvet.2242-458X.188336 (DOI)
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2019-07-09Bibliographically approved
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