Staying in the Comfort Zones--Low Expectations in Vocational Education and Training Mathematics Teaching in Sweden and Finland

Autor/inn/en	Rosvall, Per-Åke; Hjelmér, Carina; Lappalainen, Sirpa
Titel	Staying in the Comfort Zones--Low Expectations in Vocational Education and Training Mathematics Teaching in Sweden and Finland
Quelle	In: European Educational Research Journal, 16 (2017) 4, S.425-439 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116669154
Schlagwörter	Vocational Education; Mathematics Instruction; Foreign Countries; Skilled Workers; Track System (Education); Teacher Attitudes; Teacher Student Relationship; Vocational Education Teachers; Ethnography; Observation; Interviews; Teaching Methods; Expectation; Lifelong Learning; Employment Qualifications; Education Work Relationship; Health Services; Social Services; Auto Mechanics; Academic Education; Finland; Sweden + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Mathematics lessons; Mathematikunterricht; Ausland; Facharbeiter; Leistungsgruppe; Leistungsdifferenzierung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbilder; Ethnografie; Beobachtung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Life-long learning; Lebenslanges Lernen; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Health service; Gesundheitsdienst; Gesundheitswesen; Social service; Soziale Dienstleistung; Soziale Dienste; Akademische Bildung; Finnland; Schweden
Abstract	Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher-student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observations and interviews, conducted in three upper secondary institutions, two in Sweden and one in Finland. The results indicate that both teachers and students seem to remain in what might be called their "comfort zones", i.e. that pedagogic practices tend to strengthen the idea of a vocational learner as being practically oriented; using their hands instead of their heads and in need of care and surveillance. The analysis focuses on mathematics teaching rather than on the content and was chosen because it is associated with general qualifications and the notion of lifelong learning. In this respect it exemplifies the growing tension in VET between workplace and academic knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01