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... är doktorand  (i pedagogik), deltidsföretagare och utbildad yrkeslärare. Det här är en yrkesblogg skriven utgående från dessa roller. 
Enligt min uppfattning är lärande en sociokulturell och socialkostruktivistisk aktivitet - baserat på delaktighet i aktivitetssystem, egen aktivitet, drivkraft och motivation. Men kan emellertid också kan vara begränsat eller hämmat åtminstone av samma faktorer.
Min yrkesprofil finns på LinkedIn. Jag driver deltid ett mikroföretag som du hittar här : Rosenblad.fi. Skriv mig ett e-post till niklas.h.rosenblad [at] gmail.com för att kontakta mig.
 

Master's thesis seminar

Friday 6.4.2018 at 8:00 a.m. I hold my closing seminar for the master's degree.
The address of the seminar is Novia UAS - Technobothnia education and research center, Puuvillakuja 3, Vaasa.


Author: Niklas Rosenblad
Degree Programme: Technology based leadership, Vaasa
Supervisor(s): Senior lecturer, Roger Nylund
Title: ”Där lärde jag mig, och jag ville det” - En studie av pedagogiskt motiverad handledning för lärande och utveckling i yrkesutbildningsreformens brytningsskede
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Date: 6.4.2018       Number of pages: 140        Appendices: 2 (5 p.)
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Abstract
This is a participant based qualitative study, addressing student guidance for learning at the inception of the Finnish VET-reform. The research is done at Prakticum vocational school in Helsinki. Through the reform, individual learning is to be enabled to achieve such competencies established in the curriculum. Competencies achieved are displayed for assessment in an authentic context. This should be accomplished in close cooperation with working life.

This study is focused on how, at an individual level, the possibilities for knowledge building are many and lined with different cultural challenges of a complex nature. Learning takes place in different fields of contention: Firstly, for the funding of the school, an effective throughput and high graduation rate are required. Secondly, individuals are to gain concurrent professional skills, general knowledge and cognitive preparedness for maintaining the possibilities for lifelong learning and active participation in society. Thirdly, companies need highly skilled workers for their processes. To achieve these goals, the school needs interpretation and educational skills, as well as broad market knowledge. What this really means is a question that requires serious reflection. Can we afford to fall back to old controversial learning models in fields where the master-apprentice tradition still is strong? This already faces criticism from researchers. The expectations on holistic guidance weighs heavily.

The reform results in changes to structure, as well as focus. The aim of the study is to contribute to the discussion concerning the further development of supervision in vocational education. My discussion includes research-based arguments and models, as well as experiences. In the study I problematize the current situation and address the development requirements of the student guidance, based on different problem perspectives.

To address the multidimensional problem, I use a socio-cultural perspective on learning leading to development. Here the focus is moving away from how and if we learn, towards what we learn. Mediated by the social competencies developed by the individual, learning occurs regardless of his/her intentions. The education culture forms the possibilities for learning and development. Focus of the student guidance moves away from momentary and supply based actions. In this study, I discuss what the student guidance could be aimed at and why.

Niklas Rosenblad
Tfn: 040 718 5929
E-mail: niklas.h.rosenblad@gmail.com

© Niklas Rosenblad 2018. Created by MR MEDIA