ABSTRACT Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work products resulted in a split target. Pursuing the split target, observed teachers enacted knowledge practices centred on student accountability for generic but highly restricted work processes. For example, the tangible task Devising a safety and security plan was recast as the more intangible task of social collaboration in group work. Targeting collaboration appeared to provide limited integrative knowledge-building opportunities, raising concern that qualifications-based curricula may offer insufficient structure for vocational teachers to plan their instruction accordingly, at least in the observed setting.

中文翻译：

---

在职业课堂教学的Didaktik中追踪移动的“目标”

摘要 将就业准备的广泛教育目标与与特定工作任务相关的资格或能力相协调对职业教师提出了挑战。为了帮助应对这些挑战，本文探讨了瑞典高中职业教育和培训中基于项目的职业教学的知识实践，特别是教师的意图（通过选择目标表达）如何响应发展综合知识的需求. 使用包含 Didaktik 和合法性代码理论的概念框架解决了两个具体的研究问题。首先，在这种情况下，职业教师如何在项目工作中重新利用职业知识？第二，他们在项目工作期间的目标是什么？对参与者观察数据的二次分析表明，将特定职业知识分散到不同的工作流程和工作产品中，导致目标分裂。为了追求分裂目标，观察到的教师制定了以学生对通用但高度受限的工作流程的责任为中心的知识实践。例如，制定安全和安保计划的有形任务被改写为小组工作中更无形的社会协作任务。有针对性的合作似乎提供了有限的综合知识构建机会，这引起了人们的担忧，即基于资格的课程可能无法为职业教师提供足够的结构来相应地规划他们的教学，至少在观察到的环境中是这样。