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Den kompetenta yrkesläraren - hur yrkeslärare på Restaurang- och livsmedelsprogrammet ser på yrkeskompetens
University of Skövde, School of Health and Education.
2014 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
The competent teacher – how vocational teachers of Restaurant Management and Food Programme experience professional competence (English)
Abstract [sv]

Anledningen till att jag valde att göra en studie om yrkeslärare på Restaurang- och livsmedelsprogrammets syn på kompetens, bottnade i en nyfikenhet i hur dessa lärare kombinerade yrkeskunskap med pedagogik. Ansåg dessa yrkeslärare att yrkeskunskap var det centrala eller skulle fördelningen mellan pedagogik och yrkeskunskap vara mer jämnt fördelad? Syftet med denna studie var att undersöka yrkeslärare på Restaurang- och livsmedelsprogrammets syn på sin yrkeskompetens. Anledningen till begränsningen att endast använda mig av lärare på Restaurang- och livsmedelsprogrammet beror på att det är inom detta område jag själv är verksam, och därmed även intresserad av. Undersökningen har skett med hjälp av en kvalitativ studie, grundat på fem intervjuer i halvstrukturerad modell. Av resultatet framkommer att respondenterna definierar yrkeskompetens som att en lärare ska ha bred och djup yrkeskunskap, ha en pedagogisk utbildning samt ha en bra relation med eleverna. Respondenterna håller sig uppdaterade på branschnyheter med hjälp av resor, facklitteratur och branschskrifter, samt genom att jobba extra inom restaurangbranschen. När det kom till kompetensutveckling lyfte samtliga respondenter fram yrkespraktik som ett bra medel, och som något de gärna skulle vilja pröva på. Genom att matcha svaren från respondenterna mot Malténs (1995) lista över professioner har min slutsats blivit att en bra och kunnig lärare skall ha kunskap inom många olika områden för att anses som kompetent. 

Abstract [en]

The reason for my choice to do a study about the vision of competence of the teachers at the Restaurant Management and Food Programme, stems from a curiosity regarding the usage of professional expertise in combination with pedagogy by these teachers. Did these teachers consider professional knowledge the most momentous, or would they rather have the division between pedagogy and professional knowledge more evenly distributed? The purpose of this study was to explore the approach of teachers at the Restaurant Management and Food Programme, toward their own professional practice. I myself am employed in the restaurant and food area, and therefore I also have an interest in it, hence the restriction of only using teachers at the Restaurant Management and Food Programme in the study. The study that has been done has been carried out with the help of a qualitative type study, based on five interviews in a semi- structured type model. Of the results appear that the respondents define the professional skills of a teacher as to have both deep and wide-ranging professional restaurant knowledge, have an educational training and have a good relationship with the students. Respondents keep up to date with restaurant news through traveling, literature and industry publications, as well as working in the restaurant business on the side. On the question of skill development, all the partakers in the study declare that they would like to take internship positions in the restaurant sector to further their competence. By matching the responses of the respondents with Malténs (1995) list of professions, I have come to the conclusion that a good and knowledgeable teacher should possess knowledge in many different areas to be considered competent. 

Place, publisher, year, edition, pages
2014. , 34 p.
Keyword [en]
Vocational teacher, competence, competence development.
Keyword [sv]
Yrkeslärare, kompetens, kompetensutveckling
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:his:diva-9730OAI: oai:DiVA.org:his-9730DiVA: diva2:738264
Subject / course
Pedagogy
Educational program
Vocational teacher programme
Supervisors
Examiners
Available from: 2014-09-20 Created: 2014-08-17 Last updated: 2014-09-20Bibliographically approved

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