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Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback.


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/56755

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Title: Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback.
Authors: Wyszynska Johansson, Martina
E-mail: martina.wyszynska.johansson@gu.se
Issue Date: 27-Sep-2018
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: 1Wyszynska Johansson, M., & Henning Loeb, I. (2015). Yrkeselevers erfarenheter om bedömning och återkoppling. Kritiska röster från Barn- och Fritidsprogrammet. [Vocational students’ experiences of assessment and feedback. Critical voices from the Child & Recreation Programme]. Forskning om undervisning och lärande, 14, 6-23.

2 Wyszynska Johansson, M. 'Du har skött dig bra': Återkoppling inom arbetsplatsförlagt lärande utifrån yrkeselevers upplevda läroplan. [“You´re doing good”: Feedback in workplace-based learning from a perspective of the experienced curriculum].

3 Wyszynska Johansson, M., Wärvik, G.-B. & Choy, S. (2018). Vocationalising specialized concepts: Appropriating meanings through feedback. Vocations and Learning
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4 Wyszynska Johansson, M. Feedback on “the law” and learner readiness of young Swedish security officers-to-be.
Date of Defence: 2018-10-19
Disputation: Fredagen den 19 oktober 2018, kl. 10:00. Göteborgs universitet, Pedagogen, Sal: AK2 136
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
422
Keywords: upper secondary vocational education and training
Child and Recreation Programme
vocational becoming
vocational identity formation
vocational knowing
vocational concepts
feedback
students’ experienced curriculum
service work
security officer
learner readiness
Abstract: This doctoral thesis explores student experience of vocational becoming, particularly the navigational role of feedback in the process for Swedish upper secondary vocational students. Vocational becoming is explored as conflating the development of vocational knowing and formation of a vocational identity. The interest is in the experienced curriculum as emergent and thus unpredictable, fragile and dependent on feedback in interaction. This unpredictability is juxtaposed with tensions involved i... more
ISBN: 978-91-7346-977-7 (print)
978-91-7346-978-4 (pdf )
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/56755
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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