Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Autor/inn/en	Christidis, Maria; Lindberg, Viveca
Titel	Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
Quelle	In: Vocations and Learning, 12 (2019) 3, S.479-498 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christidis, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-019-09225-0
Schlagwörter	Teacher Student Relationship; Ethics; Vocational Education; Integrated Activities; Learning Activities; Foreign Countries; Teaching Methods; Secondary School Teachers; Health Programs; Health Services; Case Studies; Social Services; Ethnography; Death; Persuasive Discourse; Sweden + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Ausbildung; Berufsbildung; Integrierender Unterricht; Lernaktivität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Health service; Gesundheitsdienst; Gesundheitswesen; Case study; Fallstudie; Case Study; Social service; Soziale Dienstleistung; Soziale Dienste; Ethnografie; Sterbefall; Tod; Todesfall; Persuasion; Persuasive Kommunikation; Schweden
Abstract	The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher--student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers' narratives were used to complement these examples. Students' argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01