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Motivation/Grit

Skolad blick på blommor: Formandet av yrkeskunnande i floristutbildning

Publicerad:2016-10-25
Uppdaterad:2017-12-19

Hur formas yrkeskunnande i floristutbildning och vad formar den skolade blicken i undervisningspraktiken? Det är frågor som Camilla Gåfvels utforskat i sin avhandling.

Författare

Camilla Gåfvels

Handledare

Docent Marianne Teräs, Stockholms universitet Docent Viveca Lindberg, Göteborgs Universitet Professor Ingrid Carlgren, Stockholms universitet

Opponent

Professor Per Andersson, Linköpings universitet

Disputerat vid

Stockholms universitet

Disputationsdag

2016-09-21

Titel (se)

Skolad blick på blommor: Formandet av yrkeskunnande i floristutbildning

Titel (eng)

Educated Gaze on Flowers : The Formation of Vocational Knowing in Floristry Education

Institution

Institutionen för pedagogik och didaktik

Educated Gaze on Flowers : The Formation of Vocational Knowing in Floristry Education

This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research. 

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