Lessons from the welding booth: theories in practice in vocational education.

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Autor/Urheber	Stig-Börje Asplund; Nina Kilbrink
Institution	SpringerOpen
Titel	Lessons from the welding booth: theories in practice in vocational education.
Quelle	In: doi:10.1186/s40461-020-0087-x; 1877-6345; Empirical Research in Vocational Education and Training, Vol 12, Iss 1, Pp 1-23 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s40461-020-0087-x
Schlagwörter	Teachers' professional learning; Conversation Analysis; Variation Theory; Vocational education; Welding; Special aspects of education
Abstract	Abstract 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.
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