Advertisement

Transfer of knowledge in technical vocational education: a narrative study in Swedish upper secondary school

  • Nina Kilbrink
  • Veronica Bjurulf
Article

Abstract

In vocational education, teaching and learning are expected to take place in the different learning arenas; schools and workplaces. In such a dual school system, the question of transfer is vital, i.e. how to use knowledge learned in previous situations in new situations. This article is an empirical contribution to research concerning transfer, by means of results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school. The interviews were analysed by analyses of narratives. The results show four themes of transfer in the interviews: (1) transfer of basic knowledge, (2) transfer of principles and skills, (3) transfer of written materials and real life and (4) transfer of experiences. The results also show three factors that are crucial in order to create possibilities for transfer: (1) communication, (2) financial resources and (3) reflection. These factors demand close cooperation between the teachers and supervisors during the students’ vocational education.

Keywords

Analysis of narratives Phenomenology of the life-world Technical oriented education Transfer Upper secondary school Vocational education 

Notes

Acknowledgments

The 24-h seminar, during which the interviews for this study were conducted, was supported by The Knowledge Foundation in Sweden.

References

  1. Aarkrog, V. (2005). Learning in the workplace and the significance of school-based education: A study of learning in a Danish vocational education and training programme. International Journal of Lifelong Education, 24(2), 137–147.CrossRefGoogle Scholar
  2. Al-Ali, S., & Middleton, H. (2004). Technology transfer: The interaction of vocational education and industry, the college of technological studies, Kuwait. Australian Vocational Education Review, 11(2), 19–28.Google Scholar
  3. Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. In A. Iran-Niad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 101–139). Washington, DC: American Educational Research Association (AERA).Google Scholar
  4. Bengtsson, J. (1999). Med livsvärlden som grund: Bidrag till utvecklandet av en livsvärldsfenomenologisk ansats i pedagogisk forskning. Lund: Studentlitteratur.Google Scholar
  5. Berglund, I. (2009). Byggarbetsplatsen som skola—eller skolan som byggarbetsplats?: En studie av byggnadsarbetarens yrkesutbildning. (Institutionen för didaktik och pedagogiskt arbete, No. 4). Dissertation, Stockholm: Stockholm University.Google Scholar
  6. Bjurulf, V. (2008). Teknikämnets gestaltningar: En studie av lärares arbete med skolämnet teknik (Karlstad University Studies, No. 2008: 29). Dissertation, Karlstad: Karlstad University.Google Scholar
  7. Bjurulf, V. (2010). Reasons for choosing a technically oriented education: An interview study within the fields of pipefitting and industry. International Journal of Technology and Design Education. doi: 10.1007/s10798-010-9141-5.
  8. Bjurulf, V. (2012). “You’ll just have to practice until you find your own way to do it!”: A narrative study about how teaching is carried out in Technical Vocational Education. NorDiNa Google Scholar
  9. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61–100.Google Scholar
  10. Caravaglia, P. L. (1993). How to ensure transfer of training. Training and Development, 47(10), 63–68.Google Scholar
  11. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge.CrossRefGoogle Scholar
  12. De Fina, A. (2009). Narratives in interview: The case of accounts. Narrative Inquiry, 19(2), 233–258.CrossRefGoogle Scholar
  13. Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.Google Scholar
  14. Goodson, I. F. (1996). Att stärka lärares röster: Sex essäer om lärarforskning och lärar-forskarsamarbete (G. Arfwedson, I. Gerner Trans.). Stockholm: HLS Förlag.Google Scholar
  15. Göranzon, B., Hammarén, M., & Ennals, J. R. (Eds.). (2006). Dialogue, skill and tacit knowledge. Chichester, England: Wiley.Google Scholar
  16. Gulikers, J. T., Baartman, L. K., & Biemans, H. J. (2010). Facilitating evaluations in innovative, competence-based assessments: Creating understanding and involving multiple stakeholders. Evaluation and Program Planning, 33, 120–127.CrossRefGoogle Scholar
  17. Heidegger, M. (1927/2004). Varat och tiden (R. Matz Trans.). Göteborg: Daidalos.Google Scholar
  18. Helms Jørgensen, C. (2011). Teachers learning in TVET: Transfer, transition and transformation. Conference paper ECER 2011, 1316 September, Berlin.Google Scholar
  19. Kilbrink, N. (2008). Legorobotar i skolan: Elevers uppfattningar av lärandeobjekt och problemlösningsstrategier (Karlstad University Studies, No. 2008: 7). Licentiate thesis, Karlstad: Karlstad University. Google Scholar
  20. Kilbrink, N., & Bjurulf, V. (2011). Different kinds of transfer in technical vocational education. Paper presented at the PATT 25:CRIPT 8 conference in London, 1 July 2011.Google Scholar
  21. Kroksmark, T. (1987). Fenomenografisk didaktik. Göteborg: Acta Universitatis Gothoburgensis.Google Scholar
  22. Kvale, S. (1997). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.Google Scholar
  23. Kvale, S., & Nielsen, K. (Eds.). (2000). Mästarlära: Lärande som social praxis (B. Nilsson, J Retzlaff Trans.). Lund: Studentlitteratur.Google Scholar
  24. Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks: Sage.Google Scholar
  25. Lindberg, V. (2003). Vocational knowing and the content in vocational education. International Journal of Training Research, 1(2), 40–61.CrossRefGoogle Scholar
  26. Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17–20.CrossRefGoogle Scholar
  27. Marton, F. (2006). Sameness and difference in transfer. Journal of the Learning Sciences, 15(4), 499–535.CrossRefGoogle Scholar
  28. Marton, F., Runesson, U., & Tsui, A. B. M. (2004). The space of learning. In F. Marton & A. B. M. Tsui (Eds.), Classroom discourse and the space of learning (pp. 3–40). Mahwah: Erlbaum.Google Scholar
  29. Meijers, F. (2008). Mentoring in Dutch vocational education: An unfulfilled promise. British Journal of Guidance & Counselling, 36(3), 237–256.CrossRefGoogle Scholar
  30. Merleau-Ponty, M. (1962/2002). Phenomenology of perception (C. Smith Trans.). London: Routledge.Google Scholar
  31. Mishler, E. G. (1997). Modeller för berättelseanalys. In L. Hydén & M. Hydén (Eds.), Att studera berättelser: Sammhällsvetenskapliga och medicinska perspektikv (pp. 63–126). Stockholm: Liber.Google Scholar
  32. Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5–23). London: Falmer Press.Google Scholar
  33. Ricoeur, P. (1993). Från text till handling: En antologi om hermeneutik (M. Fatton Trans.). (4th ed.). Stockholm: B. Östlings bokförl. Symposion.Google Scholar
  34. Riessman, C. K. (2008). Narrative methods for the human sciences. London: Sage.Google Scholar
  35. Schön, D. A. (2003). The reflective practitioner: How professionals think in action (New ed.). Aldershot: Ashgate.Google Scholar
  36. SFS (2003:460). Lag om etikprövning av forskning som avser människor. Stockholm: Riksdagen.Google Scholar
  37. Skolinspektionen (2011:2). Arbetsplatsförlagd utbildning i praktiken: En kvalitetsgranskning av gymnasieskolans yrkesförberedande utbildningar Stockholm: Skolinspektionen.Google Scholar
  38. Sveriges Riksdag. (2009). Förordning (2007:1349) om försöksverksamheten med gymnasial lärlingsutbildning. Accessed July 9, 2010, http://www.riksdagen.se/webbnav/index.aspx?nid=3911&bet=2007:1349.
  39. Tanggaard, L. (2007). Learning at trade vocational school and learning at work: Boundary crossing in apprentices′everyday life. Journal of Education and Work, 20(5), 453–466.CrossRefGoogle Scholar
  40. Tuomi-Gröhn, T., & Engeström, Y. (Eds.). (2003). Between school and work: New perspectives on transfer and boundary-crossing. Oxford: Pergamon.Google Scholar
  41. Tynjälä, P. (2009). Connectivity and transformation in work-related learning—Theoretical foundations. In M. Stenström & P. Tynjälä (Eds.), Towards integration of work and learning (pp. 11–37). Dordrecht: Springer Netherlands.CrossRefGoogle Scholar
  42. Vetenskapsrådet. (2002). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning. Stockholm: Vetenskapsrådet.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.The Department of Materials EngineeringKarlstad UniversityKarlstadSweden
  2. 2.The Department of Physics and Electrical EngineeringKarlstad UniversityKarlstadSweden
  3. 3.The Department of Social and Welfare StudiesLinköping UniversityLinköpingSweden

Personalised recommendations