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Which values emerge in apprentice education?

Författare och institution:
Emma Arneback (-); Mattias Nylund (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Paper presented at the NORDYRK-conference in Helsinki 10-12 June,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
A trend in recent times is that vocational training in Sweden is becoming more connected to the world of work, where work places have become an increasingly important place for education (Nylund 2013). Especially so in the recently established apprenticeship education where 50 per cent of the education is conducted at the workplace. This reorganization of vocational training has implications for school content since knowledge and learning on a general level are organized according to different principles in school and work places (cf. Boreham 2002). New principles for the assignment of teaching values in upper-secondary schools have also emerged in recent times. Before, school had the task to anchor certain values in their teaching, such as democracy and human rights. Since 2006, the task of teaching values has been complemented with a legal mandate to work against discrimination, harassment and offensive treatment in schools (Arneback 2012). In the intersection of these two trends, the following study aims to examine which values that emerge in apprenticeship training. In this pilot study interviews with teachers in two apprenticeship programs in Sweden are conducted to investigate: 1) How the teaching of values are expressed in the apprenticeship program, 2) Around what values there is consensus and conflict, within and between the two practices of apprenticeship education (school and workplace)? Our hypothesis is that the organization of apprenticeship education carries challenges in the realization of the assignment of teaching values that need to be further elucidated and problematized (cf. Lagström 2012).
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
apprenticeship education, vocational education, curriculum theory, value conflicts
Postens nummer:
Posten skapad:
2015-12-29 10:32
Posten ändrad:
2016-01-08 11:04

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