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Publications (10 of 12) Show all publications
Gåfvels, C. (2023). Sloyd and visual arts teaching: assessment actions and authoritative guiding. In: Konstfack Research Week 2023: Refractions. Paper presented at Konstfack Research Week 2023, Refractions, 23-27 January, Konstfack, Stockholm, Sweden (pp. 8-8). Stockholm: Konstfack University of Arts, Crafts and Design
Open this publication in new window or tab >>Sloyd and visual arts teaching: assessment actions and authoritative guiding
2023 (English)In: Konstfack Research Week 2023: Refractions, Stockholm: Konstfack University of Arts, Crafts and Design , 2023, p. 8-8Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Stockholm: Konstfack University of Arts, Crafts and Design, 2023
National Category
Arts
Identifiers
urn:nbn:se:konstfack:diva-9497 (URN)978-91-85549-54-2 (ISBN)
Conference
Konstfack Research Week 2023, Refractions, 23-27 January, Konstfack, Stockholm, Sweden
Available from: 2023-12-05 Created: 2023-12-05 Last updated: 2023-12-05Bibliographically approved
Nyman, P., Gåfvels, C. & Abrahamsson, O. (2022). Akademisk litteracitet i ord och handling: Ett pågående utvecklingsarbete vid Konstfacks bildlärarutbildning. In: : . Paper presented at NU2022- Att synliggöra lärande, 15/6-17/6 2022, Stockholm och online.
Open this publication in new window or tab >>Akademisk litteracitet i ord och handling: Ett pågående utvecklingsarbete vid Konstfacks bildlärarutbildning
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Akademisk litteracitet i ord och handling - ett pågående utvecklingsarbete vid Konstfacks bildlärarutbildning  

Nya studenter på lärarutbildningen på Konstfack ger ofta uttryck för att uppleva det Ask (2007) kallar diskurschock. Kanske är diskurschocken extra komplex just på Konstfack, där lärarstudenterna är antagna till en utbildning på vetenskaplig grund, medan högskolan i stort – och flera av lärarutbildningens kurser – präglas av konstnärlig praktik. Studenterna möter därmed motstridigheter bland normer och konventioner, vilka de behöver navigera mellan och förhålla sig till. Centralt är dock att både lärarutbildningens lärare och studenter ger uttryck för uppfattningen att tyst kunskap omgärdar den akademiska diskursen och dess krav.

Som för de flesta universitet och högskolor är Konstfacks utmaning att skapa gynnsamma förutsättningar för utveckling av studenternas akademiska litteracitet. Därför har ämneslärare i utbildningsvetenskap och skrivhandledare från Studieverkstaden har nyligen inlett ett projekt, med arbetsnamnet ”Läs- och skrivresan”. Projektet har sin utgångspunkt i Academic Literacies (Lea & Street 1998), och är ett försök att explicitgöra diskursens krav och kartlägga vad detta innebär både för de texter som studenterna förväntas skriva och läsa såväl som för de samtal studenterna förväntas föra. En ytterligare fråga handlar om vilken progressionsgrad som är lämplig under studenternas år vid Konstfack, och här tar kursutvecklingsarbetet i samarbete med lärarlaget i utbildningsvetenskap vid.

Projektet startade höstterminen 2021 och har hittills inletts med en utvärdering och bearbetning av den första utbildningsvetenskapliga kursen, Skola och samhälle 1. Mer explicit stöttning (Wood, Bruner & Ross 1974) har byggts in i kursen, bland annat genom en bearbetning av instruktioner till examinationsuppgifter, ett dispositionsförslag till den skriftliga delen av examinationen samt renodlade undervisningstillfällen med introduktion till akademiskt skrivande.

Två frågor av särskilt intresse är:

Vad innebär kritisk-analytisk medvetenhet och hur kan det utvecklas i början av lärarutbildningen? 

Hur kan stöttande strukturer och dess utfall utvecklas och spridas som led i kollegial fortbildning? 

Avsikten är att följa upp och analysera studenternas examinationsuppgifter och resultat över tid, samt fortsätta utveckla i första hand progressionen i akademisk litteracitet inom kurserna i utbildningsvetenskap tillsammans med lärarlaget.

Referenser:

Ask, S. (2007). Vägar till ett akademiskt skriftspråk [Roads to academic written language] In Swedish. Växjö University, Växjö University Press. (No 115/2007)

Lea, M. R. & Street, B. (1998). Student Writing in Higher Education. An Academic Literacies Approach. Studies in Higher Education. 23 (2). S. 157–172.

Wood, D,, Bruner, J. & Ross, G. (1974). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17. S. 89–100

 

National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8739 (URN)
Conference
NU2022- Att synliggöra lärande, 15/6-17/6 2022, Stockholm och online
Available from: 2022-11-14 Created: 2022-11-14 Last updated: 2022-12-01Bibliographically approved
Paul, E. & Gåfvels, C. (2021). Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar. Nordic Journal of Vocational Education and Training, 11(3), 22-46
Open this publication in new window or tab >>Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar
2021 (Swedish)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 11, no 3, p. 22-46Article in journal (Refereed) Published
Abstract [en]

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2021
Keywords
vocational judgement, vocational knowing, assessment actions, upper secondary school, childcare, pre-school
National Category
Didactics
Research subject
Didactics; Education; Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:konstfack:diva-8309 (URN)10.3384/njvet.2242-458x.2111322 (DOI)
Available from: 2021-11-18 Created: 2021-12-10 Last updated: 2023-02-07Bibliographically approved
Gåfvels, C. & Lindberg, V. (2021). Theorising craft practices through sketching: The case of Swedish post-compulsory floristry and textile education.. Paper presented at BICCS 2021 - Biennial International Conference for the Craft Sciences. FORMakademisk, 14(2), 1-15
Open this publication in new window or tab >>Theorising craft practices through sketching: The case of Swedish post-compulsory floristry and textile education.
2021 (English)In: FORMakademisk, ISSN 1890-9515, E-ISSN 1890-9515, Vol. 14, no 2, p. 1-15Article in journal (Refereed) Published
Abstract [en]

This article explores how craft practice is theorised through sketching, by comparing narratives about the role of sketching from interviewed Swedish upper secondary textile design and floristry education teachers, and aiming to discern connection to curriculum. The theory and methods used in the article are influenced by Ivor Goodson's work on subject knowledge and curriculum change (1998). Empirical data was obtained from multiple sources, including interviews with four teachers. The findings reveal that, while sketching has been intrinsic to textile design and seamstress vocational knowing for considerable time, sketching is a relatively new phenomenon within floristry vocational knowing and education; essentially dating from the 2011 Swedish educational reform. The discussion claims that sketching provides means to theorise craft practice, through providing an intermediary level between the abstract (theory) and the concrete (objects) within the practice. [ABSTRACT FROM AUTHOR]

Place, publisher, year, edition, pages
Oslo: OsloMet - Oslo Metropolitan University, 2021
Keywords
Floristry, Textile design, Curriculum change, Teacher educators, Educational change, craft knowing, florist, Seamstress, sketching and drawing, vocation
National Category
Arts Educational Sciences
Identifiers
urn:nbn:se:konstfack:diva-8124 (URN)10.7577/formakademisk.4206 (DOI)
Conference
BICCS 2021 - Biennial International Conference for the Craft Sciences
Available from: 2021-10-25 Created: 2021-10-25 Last updated: 2022-09-08Bibliographically approved
Gåfvels, C. (2021). Yrkesbevis för godkänt yrkesprov i floristutbildning. Nordic Journal of Vocational Education and Training, 10(3), 122-137
Open this publication in new window or tab >>Yrkesbevis för godkänt yrkesprov i floristutbildning
2021 (Swedish)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 10, no 3, p. 122-137Article in journal (Refereed) Published
Abstract [en]

This article is about vocational knowing in a school context, focusing on teachers’ interaction and assessment actions. The empirical data consist of audio-recorded episodes from the assessment of a professional certificate exam, describing how five teachers together assess floral arrangements. The study examines the assessment of a bouquet, and contributes to a discussion about (i) the botanical material’s importance in the assessment, and (ii) changes in the assessment conversation’s organisation in the form of negotiations; aiming to visualise the vocational knowing and ‘dual roles’ of the teachers. The analysis highlights how aesthetic abstractions form the content of the conversation, related actions, and what aspects of professional knowing that are expressed relationally between teachers in situ. Results from the study show that respect for the material is an important part of vocational floristry knowing. 

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2021
Keywords
assessment actions, professional certificate, floral arrangement, vocational knowing
National Category
Pedagogical Work
Identifiers
urn:nbn:se:konstfack:diva-8067 (URN)10.3384/njvet.2242-458x.20103122 (DOI)
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2023-02-07Bibliographically approved
Gåfvels, C. (2020). VET teachers’ learning in feminised vocations- a comparative study of Swedish floristry and hairdressing teachers. International Journal of Training Research, 18(1), 55-67
Open this publication in new window or tab >>VET teachers’ learning in feminised vocations- a comparative study of Swedish floristry and hairdressing teachers
2020 (English)In: International Journal of Training Research, ISSN 1448-0220, Vol. 18, no 1, p. 55-67Article in journal (Refereed) Published
Abstract [en]

This article explores the continuing professional learning of Swedish hairdressing and floristry teachers, based on semi-structured interviews with six experienced female teachers. The research question that guided the work asks what continuing professional learning do experienced floristry and hairdressing teachers undertake in relation to their vocational field and to pedagogy. The analysis applies concepts from the theory of practice architectures, and focuses upon the sayings, doings and relatings that surface in the interview data. The findings indicate that the VET teachers handle their learning relatively independently of the schools at which they are employed. Furthermore, more personal agency was required from the floristry teachers, than from the hairdressing teachers for whom organised business interests provide ample education and training opportunities. The article argues that the VET teachers who rely on themselves and their colleagues can control their own continuing professional learning at their place of work.

National Category
Educational Sciences
Identifiers
urn:nbn:se:konstfack:diva-7699 (URN)10.1080/14480220.2020.1747789 (DOI)
Available from: 2021-03-24 Created: 2021-03-24 Last updated: 2021-03-24Bibliographically approved
Gåfvels, C. & Berglund, I. (2020). Våras det för trädgårdsutbildning?: Varierande bilder av trädgårdsyrkens och trädgårdsutbildningens attraktionskraft (Upplaga 1ed.). In: Alexandru Panican (Ed.), Yrkesutbildning på undantag: att bryta den låga attraktionskraften (pp. 191-212). Lund: Studentlitteratur
Open this publication in new window or tab >>Våras det för trädgårdsutbildning?: Varierande bilder av trädgårdsyrkens och trädgårdsutbildningens attraktionskraft
2020 (Swedish)In: Yrkesutbildning på undantag: att bryta den låga attraktionskraften / [ed] Alexandru Panican, Lund: Studentlitteratur , 2020, Upplaga 1, p. 191-212Chapter in book (Other academic)
Abstract [sv]

2011 är ett viktigt år för den svenska gymnasieutbildningen. Genom en omfattande gymnasiereform, förkortad GY11, sjösattes den nya gymnasieskolan. Genom GY11 skulle yrkesutbildningarna lägga större betoning på yrkesämnena, ha karaktären av färdigutbildning, avslutas med en yrkesexamen samt bli mer avnämarstyrda och präglade av arbetslivets behov. Förhoppningen var att yrkesutbildningarna skulle bli mer attraktiva, fler elever skulle välja denna utbildningsform för att möta arbetslivets efterfrågan på kompetent arbetskraft. Yrkesutbildningens attraktionskraft utgör en avgörande faktor i förhållande till Sveriges tilltagande matchningsproblem. Med matchningsproblem menas att företag inte hittar arbetssökande med rätt kompetens samtidigt som det finns arbetslösa, framför allt unga arbetslösa, i behov av ett jobb för sin försörjning. Det kommer att saknas upp till 100 000 gymnasialt yrkesutbildade år 2025. Samtidigt har attraktionskraften för yrkesutbildningar minskat sedan gymnasiereformen, tvärtemot de ambitioner som har funnits med GY11. Bidragen i denna antologi utgår från följande tre frågor: • Vad vet vi om den gymnasiala yrkesutbildningens attraktionskraft? • Hur kan yrkesutbildningens låga attraktionskraft förklaras och/eller begripliggöras? • Vad bör göras framöver för att öka yrkesutbildningens attraktionskraft? I antologin medverkar forskare med olika disciplintillhörighet med intresse för gymnasial yrkesutbildning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2020 Edition: Upplaga 1
Keywords
Yrkesutbildning, Gymnasieskolan
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:konstfack:diva-8110 (URN)9789144125657 (ISBN)
Available from: 2021-10-22 Created: 2021-10-22 Last updated: 2022-09-12Bibliographically approved
Gåfvels, C. (2019). Educating the Floristry Gaze. In: Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis (Ed.), Facets and aspects of research on vocationale education and training at Stockholm University: emerging Issues in research on vocational education & training (pp. 136-155). Stockholm: Premiss förlag
Open this publication in new window or tab >>Educating the Floristry Gaze
2019 (English)In: Facets and aspects of research on vocationale education and training at Stockholm University: emerging Issues in research on vocational education & training / [ed] Lázaro Moreno Herrera, Marianne Teräs, Petros Gougoulakis, Stockholm: Premiss förlag , 2019, p. 136-155Chapter in book (Other academic)
Abstract [en]

 Tis chapter summarises some of the key takeaways from my 2016 doctoral thesis, ‘Educated Gaze on Flowers: Te Formation of Vocational Knowing in Floristry Education’. As compared to an article-based thesis, the focus is less on the content of the (four) separate articles and more on the introductory chapter of a compilation thesis,9 originally meant to deepen and frame the separate investigations behind each of the articles, thereby conveying more of the overarching results in parallel with the overall theoretical reasoning. Te focus of the thesis is the formation of vocational knowing within adult and upper secondary foristry education in Sweden. Te research is based on a sociocultural perspective on educational practice (Säljö, 2011, 2013; Wertsch, 1998) and a relational view of knowing (e.g. Carlgren, 2015; Molander, 1996). Te results contribute to understanding 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 (1) fnancial and aesthetic 9 Te reason for this choice is twofold. First, there seems to be little point in a word-by-word repeating of the ‘English summary’ from the original thesis. Second, the focal points for two of the four original articles were altered during the publication process. * Correspondence: camilla.gafvels@konstfack.se137values, (2) verbal and non-verbal communication, (3) botanical materials and tools and (4) making. Te respective roles and interrelations of these four components of vocational knowing in foristry are discussed. Te contribution of the thesis is twofold. First, the thesis contributes to the understanding of vocational education through a close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched feld of Swedish foristry vocational education, the thesis bridges a gap in the existing knowledge regarding the evolution of Swedish vocational education. As foristry education is little researched internationally, the thesis also contributes to the wider body of international research. 

Place, publisher, year, edition, pages
Stockholm: Premiss förlag, 2019
Series
Emerging Issues in Research on Vocational Education & Training ; vol. 4:2019
Keywords
vocational knowing, foristry education, professional vision, schooled gaze
National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8070 (URN)9789189077010 (ISBN)
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2022-09-12Bibliographically approved
Gåfvels, C. & Paul, E. (2019). LÄRLING ELLER SKOLUTBILDNING: olika vägar mot samma mål?. Solna: Skolverket
Open this publication in new window or tab >>LÄRLING ELLER SKOLUTBILDNING: olika vägar mot samma mål?
2019 (Swedish)Report (Other academic)
Abstract [sv]

I detta projekt studeras ”kunnande-i-handling” i en jämförande studie av två åtskilda utbildningssituationer: dels arbetsplatsförlagt lärande (apl) i lärlingsutbildning, dels motsvarande apl för den skolförlagda yrkesutbildningen. För att bidra till ytterligare jämförbarhet på en mer övergripande nivå, har det aktuella upplägget genomförts för två åtskilda gymnasieprogram: Barn- och fritidsprogrammet (BF) respektive Fordons- och transportprogrammet (FT). Syftet är att beskriva lärlingsutbildningarnas särart i jämförelse med skolförlagda program.

Place, publisher, year, edition, pages
Solna: Skolverket, 2019. p. 43
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8112 (URN)
Note

Rapporten ingår i projektet ”Yrkeskunnande i praktiken” och är rapport 2 av 2.

Available from: 2021-10-22 Created: 2021-10-22 Last updated: 2022-09-12Bibliographically approved
Gåfvels, C. (2018). Colour and form: Changing expressions of vocational knowing within floristry education. Paper presented at Make it NOW! Learning, Exploring and Understanding conference, Rauma, Finland, September 28-30, 2016. FORMakademisk, 11(2), 1-11, Article ID 5.
Open this publication in new window or tab >>Colour and form: Changing expressions of vocational knowing within floristry education
2018 (English)In: FORMakademisk, ISSN 1890-9515, E-ISSN 1890-9515, Vol. 11, no 2, p. 1-11, article id 5Article in journal (Refereed) Published
Abstract [en]

This article investigates how expressions of vocational knowing regarding colour and form changed in Swedish upper secondary floristry education between 1990 and 2015. An analytical approach is used which falls within the framework of a sociocultural interpretation of educational activity. During the period studied, subject matter related to colour and form became increasingly formalised. Empirical data was obtained from multiple sources, including two interviews with an experienced senior teacher, which helped to reveal the local history of a leading Swedish floristry school. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have gained prominence in Swedish floristry education since the 1990s, and (ii) these tools have increasingly served to help participants in education make and express aesthetic judgements. Through a discussion of various aspects of contemporary Swedish floristry education, the article illuminates the complexity of long-term changes in vocational knowing.

Place, publisher, year, edition, pages
Oslo: OsloMet, Oslo Metropolitan University, 2018
Keywords
vocational knowing
National Category
Design Didactics
Identifiers
urn:nbn:se:konstfack:diva-8068 (URN)10.7577/formakademisk.1719 (DOI)
Conference
Make it NOW! Learning, Exploring and Understanding conference, Rauma, Finland, September 28-30, 2016
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2023-07-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1016-846x

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