Approaching Sociomaterial Complexity in Vocational Didactics with a Sense of Coherence

Forfattere

DOI:

https://doi.org/10.7577/sjvd.5833

Emneord (Nøkkelord):

teaching material, sociomaterial perspective, Sense of coherence, vocational teaching practice

Sammendrag

A complex, vocational school-based teaching practice with dual roles and contexts places demands on vocational teaching and the teaching materials involved. One of the challenges for vocational teachers is to teach with responsiveness to changes in working life. This study explores how vocational teachers enact and reflect on their sociomaterial teaching practice to enhance aspects of their student's sense of coherence (SOC). Data includes observations and interviews with three vocational teachers, representing three different vocational programs in Sweden. In the analysis three themes are highlighted: i) Materials, ii) Connections to working life, and iii) Human relations and interaction. Findings show how applying SOC is understood as a way to navigate a sociomaterial complexity, here and now, in the vocational teaching practice. The paper contributes to a discussion on how vocational teachers constitute teaching materials from a wide range of materials. Contributions include increased knowledge about teaching materials in the vocational teaching practice.

Nedlastinger

Nedlastingsdata er ikke tilgjengelig enda.

Referanser

Andersson, P. (2019). Att utbilda nästa generation i yrket: En kunskapsöversikt om och för yrkeslärare. In: Skolverket.

Andersson, P., & Köpsén, S. (2019). VET teachers between school and working life: Boundary processes enabling continuing professional development. Journal of Education and Work, 32(6–7), 537–551. https://doi.org/10.1080/13639080.2019.1673888

Antera, S. (2023). Vocational Teachers’ Professional Competence at the Intersection of Two Regimes of Competence: The case of Sweden. Doctoral thesis, Department of Education, Stockholm University.

Antonovsky, A. (1993). Complexity, conflict, chaos, coherence, coercion and civility. Social Science & Medicine, 37(8), 969–974. https://doi.org/https://doi.org/10.1016/0277-9536(93)90427-6

Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health promotion international, 11(1), 11–18. https://doi.org/10.1093/heapro/11.1.11

Asplund, S.-B., Kilbrink, N., & Asghari, H. (2021). Visualising the intended practical doing: Future-oriented movements in Swedish vocational school workshop settings. International Journal for Research in Vocational Education and Training, 8(2), 160–185. https://doi.org/10.13152/IJRVET.8.2.2

Asplund, S.-B., Kilbrink, N., & Asghari, H. (2022). Teaching and learning how to handle tools and machines in vocational educational workshop sessions. Journal of Curriculum Studies, 54(6), 809–831. https://doi.org/10.1080/00220272.2022.2033326

Asplund, S.-B., & Kontio, J. (2020). Becoming a construction worker in the connected classroom: Opposing school work with smartphones as happy objects. Nordic Journal of Vocational Education and Training, 10(1), 65–94. https://doi.org/10.3384/njvet.2242-458X.2010165

Billett, S. (2001). Knowing in practice: Re-conceptualising vocational expertise. Learning and instruction, 11(6), 431–452. https://doi.org/10.1016/S0959-4752(00)00040-2

Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31–48. https://doi.org/10.1080/00220270500153781

Bracha, E., & Hoffenbartal, D. (2015). The existence of sense of coherence in teaching situations among student-teachers. Procedia-Social and Behavioral Sciences, 180, 722–729. https://doi-org.ezproxy.server.hv.se/10.1016/j.sbspro.2015.02.185

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Braun, V., & Clarke, V. (2022). Thematic analysis : a practical guide. SAGE.

Bryman, A. (2016). Social research methods. Oxford university press.

Carlgren, I. (2017). Yrkesdidaktiska vägval [Vocational didactical choices]. I: Fejes, A, Lindberg, V. & Wärvik (red), Yrkesdidaktikens mångfald, (s. 255–268). Stockholm, Lärarförlaget.

Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358

Cerratto Pargman, T. (2023). Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution. The International Journal of Information and Learning Technology, 40(1), 40–48. https://doi.org/10.1108/IJILT-07-2022-0143

Edfelt, D., Karlsson, A., Lindgren, A., & Sjölund, A. (2019). Autism och adhd i gymnasiet : tydliggörande pedagogik. [Autism and adhd in upper secondary education] Natur & kultur.

Enochsson, A.-B., Andersén, A., Kilbrink, N., & Ådefors, A. (2019). Vocational Teachers’ Use of Digital Technology as Boundary Objects – Obstacles for Progress. ECER 2019, https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-76748

Enochsson, A.-B., Kilbrink, N., Andersén, A., & Ådefors, A. (2020). Connecting school and workplace with digital technology: Teachers’ experiences of gaps that can be bridged. Nordic Journal of Vocational Education and Training, 10(1), 43–64. https://doi.org/10.3384/njvet.2242-458X.2010143

Enochsson, A.-B., Kilbrink, N., Andersén, A., & Ådefors, A. (2022). Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces. International Journal of Training Research, 20(2), 111–127. https://doi.org/10.1080/14480220.2021.1979623

Fenwick, T. (2015). Sociomateriality and learning: A critical approach. The Sage handbook of learning, 83–93.

Fenwick, T., Nerland, M., & Jensen, K. (2012). Sociomaterial approaches to conceptualising professional learning and practice. Journal of Education and Work, 25(1), 1–13. https://doi.org/10.1080/13639080.2012.644901

Frelin, A. (2013). Att hantera läraryrkets komplexitet (er)-en grund för professionalitet? [To handle the complexities of the teaching profession – a ground for professionalism] Utbildning & Demokrati–tidskrift för didaktik och utbildningspolitk, 22(1), 7–27.

Gessler, M., & Herrera, L. M. (2015). Vocational didactics: core assumptions and approaches from Denmark, Germany, Norway, Spain and Sweden. International Journal for Research in Vocational Education and Training, 2(3), 152–160. https://doi.org/10.25656/01:11552

Gustavsson, S. (2013). BLIVANDE YRKESLÄRARES BESKRIVNINGAR AV YRKESÄMNETS DIDAKTIK [article]. Utbildning och Lärande / Education and Learning, 7(1), 66–86. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12743

Gustavsson, S., Dahlberg, G. M., & Berglund, I. (2020). Digitala körsimulatorer i yrkesutbildning: Utmaningar och möjligheter:[Digital driving simulators in vocational education: Challenges and opportunities]. Nordic Journal of Vocational Education and Training, 10(1), 108–136. https://doi.org/10.3384/njvet.2242-458X.20101108

Gåfvels, C. (2016). Skolad blick på blommor: Formandet av yrkeskunnande i floristutbildning. [Educated gaze on flowers: The Formation of Vocational Knowing in Floristry Education] Doctoral thesis. Institution for pedagogy and didaktics, Stockholm University].

Gåfvels, C., & Paul, E. (2019). LÄRLING ELLER SKOLUTBILDNING: olika vägar mot samma mål? [APPRENTICE OR SCHOOL EDUCATION: Different paths aiming for the same goal?]. In: Skolverket. https://tinyurl.com/3385epj8

Hansen, K. H. (2017). Hva er yrkesdidaktikk i dagens yrkesopplæring i skole? Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 2. https://doi.org/10.7577/sjvd.2134

Hanssen, G. (2023). Opplevelse av sammenheng i fag-og yrkesopplæring: Et longitudinelt perspektiv:[Sense of coherence in vocational education and training: A longitudinal perspective]. Nordic Journal of Vocational Education and Training, 13(2), 1–25. https://doi.org/10.3384/njvet.2242-458X.231321

Hatlevik, I. K. R., & Hovdenak, S. S. (2020). Promoting students’ sense of coherence in medical education using transformative learning activities. Advances in Medical Education and Practice, 807–816. https://doi.org/10.2147/AMEP.S266960

Havreberg, S. D., & Sylte, A. L. (2021). Velferdsteknologi i helse-og oppvekstyrker: Digitalt kompetansebehov i yrkesfaglig utdanning. Nordic Journal of Vocational Education and Training, 11(1), 21–43. https://doi.org/10.3384/njvet.2242-458X.2111121

Herrera, L. z. M., & Gessler, M. (2018). Didactics in vocational education and training–Diversity and intercepts in the Nordic educational landscape. Ammattikasvatuksen aikakauskirja, 20(2), 30–37. https://journal.fi/akakk/article/view/84665

Holmgren, R., & Pettersson, G. (2024). The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes. Nordic Journal of Vocational Education and Training, 13(2), 100–123. https://doi.org/10.3384/njvet.2242-458X.23132100

Kilbrink, N., Asplund, S.-B., & Asghari, H. (2021). Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session. Journal of Vocational Education & Training, 1–26. https://doi.org/10.1080/13636820.2020.1850512

Kilbrink, N., Asplund, S.-B., & Asghari, H. (2023). Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session. Journal of Vocational Education & Training, 75(2), 323–348. https://doi.org/10.1080/13636820.2020.1850512

Kilbrink, N., Bjurulf, V., Olin-Scheller, C., & Tengberg, M. (2014). Experiences of educational content in Swedish technical vocational education: Examples from the energy and industry programmes. International Journal of Training Research, 12(2), 122–131. https://doi.org/10.1080/14480220.2014.11082035

Kontio, J., & Asplund, S.-B. (2019). Collective and individual use of smartphones: Embodied interaction in Swedish upper secondary Building and construction and Hairdresser educations. Emerging Issues in Research on Vocational Education & Training, 4, 174–216.

Kontio, J., & Lundmark, S. (2021). Yrkesdidaktiska dilemman. [Vocational didactical dilemmas]. Natur & Kultur.

Köpsén, S. (2014). How vocational teachers describe their vocational teacher identity. Journal of Vocational Education & Training, 66(2), 194–211. https://doi.org/10.1080/13636820.2014.894554

Köpsén, S. (2019). Lära till yrkeslärare. [Learn to become a vocational teacher] Studentlitteratur AB.

Lahn, L. C., & Berntsen, S. K. (2023). Frameworking vocational teachers’ digital competences: An integrative literature review and synthesis. Nordic Journal of Comparative and International Education (NJCIE), 7(2). https://doi.org/10.7577/njcie.5322

Leonardsen, J. K. (2023). Yrkesfaglæreres arbeid med vurdering i videregående skole. [Vocational teachers work with assessment in upper seconadary school]. Doctoral thesis Norwegian University of Science and Technology Faculty of Social and Educational Sciences Department of Teacher Education.

Levi, U., Einav, M., Raskind, I., Ziv, O., & Margalit, M. (2013). Helping students with LD to succeed: The role of teachers’ hope, sense of coherence and specific self-efficacy. European Journal of Special Needs Education, 28(4), 427–439. https://doi.org/10.1080/08856257.2013.820457

Lindberg, V. (2003). Vocational knowing and the content in vocational education. International Journal of Training Research, 1(2), 40–61. https://doi.org/10.5172/ijtr.1.2.40

Lindberg, V. (2019). Traditional assignments in Swedish vocational carpentry education of today but changed vocational knowing. Facets and aspects of research on vocational education and training at Stockholm University, 24, 174–216.

Lucas, B. (2014). Vocational pedagogy: what it is, why it matters and what we can do about it. Background Note for UNESCO-UNEVOC e-Forum,

Nyström, S., & Ahn, S.-e. (2020). Simulation-based training in VET through the lens of a sociomaterial perspective. Nordic Journal of Vocational Education and Training, 10(1), 1–17. https://doi.org/10.3384/njvet.2242-458X.201011

Orlikowski, W. J. (2007). Sociomaterial Practices: Exploring Technology at Work. Organization Studies, 28(9), 1435–1448. https://doi.org/10.1177/0170840607081138

Osberg, D., & Biesta, G. J. (2007). Beyond presence: Epistemological and pedagogical implications of ‘strong’emergence. Interchange, 38, 31–51. https://doi.org/10.1007/s10780-007-9014-3

Rosvall, P.-Å., Ledman, K., Nylund, M., & Rönnlund, M. (2020). Yrkesämnena och skolans demokratiuppdrag. Gleerups. https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175757

Roth, W.-M. (1996). Knowledge Diffusion in a Grade 4–5 Classroom During a Unit on Civil Engineering: An Analysis of a Classroom Community in Terms of Its Changing Resources and Practices. Cognition and Instruction, 14(2), 179–220. https://doi.org/10.1207/s1532690xci1402_2

SFS 2010:800. Skollag [Education act]. Skollag (2010:800) | Sveriges riksdag (riksdagen.se)

SFS 1993:100. Högskoleförordning. [The Higher Education Ordinance]. Regeringskansliets rättsdatabaser (gov.se)

Säljö, R. (2021). Från materialitet till sociomaterialitet. Lärande i en designad värld [Artikel]. Techne series : Research in sloyd education and crafts science. A, 28(4), 193–208. https://doi.org/10.7577/TechneA.4736

Tyson, R. (2019). Bildning och praktisk klokhet: i skola och undervisning. In: Natur & kultur.

Valasmo, V., Paakkari, A., & Sahlström, F. (2023). The device on the desk – a sociomaterial analysis of how Snapchat adapts to and participates in the classroom. Learning, Media and Technology, 48(3), 429–443. https://doi.org/10.1080/17439884.2022.2067176

Wyszynska Johansson, M., & Andersson, I. (2024). Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training. International Journal for Research in Vocational Education and Training, 11(1), 76–95. https://doi.org/10.13152/IJRVET.11.1.4

Nedlastinger

Publisert

2025-03-07

Hvordan referere

Carlsson, S. (2025). Approaching Sociomaterial Complexity in Vocational Didactics with a Sense of Coherence. Skandinavisk tidsskrift for yrker og profesjoner i utvikling, 10(1), 41–61. https://doi.org/10.7577/sjvd.5833

Utgave

Vol 10 Nr. 1 (2025): Spesialutgave om yrkesdidaktikk

Seksjon

Special issue on vocational didactics

Lisens

Opphavsrett 2025 Sandra Carlsson

Creative Commons License

Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.

Forfattere som publiserer i SJVD, godtar følgende vilkår:

  1. Forfatteren(e) beholder opphavsrett og gir journalen rett til første utgivelse av arbeidet som samtidig er lisensiert under en Creative Commons Attribution License som tillater andre å dele arbeidet når forfatterskap og første utgivelse i SJVD anerkjennes.
  2. Forfatteren(e) kan inngå separate, ekstra kontraktsmessige ordninger for ikke-eksklusiv distribusjon av tidsskriftets publiserte versjon av arbeidet (for eksempel sende det til et institusjonelt arkiv eller publisere det i en bok) med en bekreftelse på førsteutgivelsen i SJVD.
  3. Forfatteren(e) har anledning til og oppfordres til å legge ut sitt arbeid på Internett (f.eks. i institusjonelle arkiv og eller på egen hjemmeside) før og under innleveringsprosessen, da det kan føre til nyttige meningsutvekslinger, samt raskere og økt sitering til det publiserte arbeidet.