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Yrkesidentitet och yrkeskultur i det Arbetsplatsförlagda lärandet: en intervjustudie med sex handledare för elever på Barn- och fritidsprogrammet.
Karlstad University, Faculty of Arts and Education.
2012 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this examination was to find how supervisors interpreted the terms

vocational identity and vocational culture, found in the diploma goals in workplace-based learning at the Child- and Recreation Programme. To reach the purpose, I formulated questions that I answered through a qualitative study. I made six interviews with pre-school teachers who had been supervisors for students at the Child- and Recreation Programme. The informants answered the same questions and the answers were recorded. The result of the study showed that the supervisors made a fairly consistent interpretation of the terms. The conclusions in the study were that supervisors interpreted vocational identity as who you are at work, including issues of responsibility and security. The supervisors strengthened the vocational identities of their students by treating them in a positive way and they were able to see practical signs that the students had developed their vocational identity as they began to take responsibility in their work and dared to question the activities. The supervisors interpreted the concept of vocational culture as teamwork and the ability to have a holistic approach for children. The supervisors mediated the vocational culture by showing pride in their work and talking with the students. They were able to see concrete signs that the students had developed an understanding of vocational culture when the students weaved learning into everyday routines by talking with the children.

Abstract [sv]

Syftet med mitt examensarbete var att ta del av hur handledare tolkar begreppen

yrkesidentitet och yrkeskultur, som finns angivna i examensmålen för det arbetsplatsförlagda lärandet på barn- och fritidsprogrammet. För att uppnå syftet formulerade jag frågeställningar som jag sedan besvarade genom en kvalitativ undersökning. Jag intervjuade sex handledare för elever på barn- och fritidsprogrammet. Alla informanter svarade på samma frågor och svaren spelades in. Undersökningens resultat visade att handledarna gjorde en relativt samstämmig tolkning av begreppen. Några av de slutsatser som jag drog av min undersökning var att handledarna tolkade yrkesidentitet som vem man är på jobbet och i detta ligger även de båda begreppen ansvar och trygghet. Handledarna stärkte yrkesidentiteten hos sina elever genom att bemöta dem på ett positivt sätt och kunde se konkreta tecken på att elever utvecklat sin yrkesidentitet när de började våga ta ansvar och vågade ifrågasätta. De intervjuade handledarna tolkade begreppet yrkeskultur som arbetslagsarbete och helhetstänkandet kring barn. Handledarna förmedlade yrkeskulturen genom att de visade upp en yrkesstolthet och samtalade med eleverna och kunde se konkreta kännetecken på att eleven utvecklat förståelsen för yrkeskulturen när eleven vävde in lärandet i de vardagliga rutinerna genom att samtala med barnen.

Place, publisher, year, edition, pages
2012. , 47 p.
Keyword [en]
vocational identity vocational culture the Child- and Recreation Programme supervisor Workplace-based learning
Keyword [sv]
yrkesidentitet yrkeskultur Barn- och fritidsprogrammet handledare Arbetsplatsförlagt lärande
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-14100Local ID: LP-171OAI: oai:DiVA.org:kau-14100DiVA: diva2:538704
Subject / course
Teacher Education - Vocational Teacher
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2012-07-06 Created: 2012-07-01 Last updated: 2012-07-06Bibliographically approved

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CiteExportLink to record
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  • apa
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Output format
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