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Lessons from the welding booth: theories in practice in vocational education
Empirical Research in Vocational Education and Training Pub Date : 2020-01-23 , DOI: 10.1186/s40461-020-0087-x
Stig-Börje Asplund , Nina Kilbrink

This article reports results from a Learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school. During three iterative cycles, two different theories (Conversational Analysis and Variation Theory) have gradually been incorporated when teaching how to TIG-weld. Through concrete empirical examples from video recorded lessons the article explores how these theoretical perspectives (termed CAVTA) can be used together and integrated in practice when analysing the teaching and learning processes that take shape when teacher and students interact in relation to the object of learning to TIG-weld, and how these theories can be used as didactical tools. The analyses highlights concrete changes in the teacher’s teaching, and it is argued that the approach used in the study can lead to a development where we can find forms for teaching specific subject content within vocational education.



中文翻译:

焊接室的教训:职业教育中的实践理论

本文报告了一项学习研究的结果,该研究中有两名大学研究人员与高中职业学校的一名职业教师合作。在三个迭代周期中,在教授如何进行TIG焊接时,逐渐融合了两种不同的理论(会话分析和变异理论)。通过录像课程中的具体经验示例,本文探讨了当分析师生互动时形成的教学过程时,如何将这些理论观点(称为CAVTA)一起使用并整合到实践中, TIG -焊接,以及如何将这些理论用作教学工具。分析强调了教师教学中的具体变化,并且认为研究中使用的方法可以导致一种发展,在这种发展中我们可以找到在职业教育中教授特定学科内容的形式。

更新日期:2020-01-23
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