Katarina Lagercrantz AllSenior lecturer
About me
Katarina Lagercrantz All has her research area in vocational education with a focus on learning and participatory processes in vocational education, especially in the health and social care sector, with focus on language and knowledge development approaches in that area. Katarina belongs to the research community of Vocational Skills and Learning.
In her dissertation entitled Participation and learning processes in a vocational education: a study of adult students' experiences of health and care education in Komvux, Katarina asks questions about the importance of education for students, the challenges students face and what influences their learning.
Katarina has a background as a physiotherapist and teacher in health and care in the municipal adult education and teaches in the vocational teacher training programme. She is the course coordinator for the courses Didactics in Vocational Education, 7.5 credits, Quality Work in Vocational Education and VFU 1, 7.5 credits, and does tripartite consultations with students and supervisors in health and social care. She also participates in the course Language Development in Vocational Education and Training, 7.5 credits, and will be the course leader for the course Language Development in the Workplace, 7.5 credits, in spring 23.
Translated with www.DeepL.com/Translator (free version)
Publications
A selection from Stockholm University publication database
-
Uppgifter som medierande artefakter inom yrkeslärarutbildningen
2018. Katarina Lagercrantz All, Jan Petterson, Marianne Teräs. Nordic Journal of Vocational Education and Training 8 (3), 78-97
ArticleRead more about Uppgifter som medierande artefakter inom yrkeslärarutbildningenAssignments as mediating artefacts in vocational teacher education
Vocational teacher students accomplish a number of different assignments, which are meaningful for their learning and future work as vocational teachers. In Sweden, this education is relatively short (90 ECTS), partly conducted as distance education. The students enter the education with previous vocational knowledge and experiences. The aim of this study was to explore and describe assignments the students face during their vocational teacher education. The study questions focused on what is a form of assignment as mediating artefact and what kind of vocational knowledge is required? Conceptual background involved the concepts of mediation, artefact, vocational knowledge and knowledge culture. The data consisted of 13 course overviews. The results suggested dominance of individual written assignments. Even though some assignments were identified as ‘doings’ like teaching. The assignments were complex involving several vocational knowledge dimensions and the students needed to navigate between different knowledge domains. Furthermore, the students were asked to integrate their previous vocational knowledge with pedagogical knowledge. The assignments as mediating artefacts were connected to different knowledge cultures.
-
Delaktighet- och lärprocesser i en yrkesutbildning
2017. Katarina Lagercrantz All (et al.).
Thesis (Doc)Read more about Delaktighet- och lärprocesser i en yrkesutbildningNumerous research on the development of knowledge and skills within health and social care has been undertaken; however, it can be argued that there is a need to understand the connection between inclusion and the development in knowledge and experience. The purpose of this dissertation is to explore students’ experiences of the health and social care adult- education program, and participation and learning processes it represents. The program is considered the formal route to acquire a position as a nursing assistant or health care assistant. Furthermore, the program can be seen as a combination of vocational training, and a measure to reduce unemployment.
This empirical study is based on 15 in- depth interviews with students in the health and social care adult-education. These interviews are using a hermeneutic interpretation method, and draw on Lave and Wenger`s theory of learning. In addition to sociocultural theory according to Säljö.
Findings indicate that the adult-education program in health and social care is not only a training process, but also a participation process. For the students, it is about gaining participation in the professional community, in Swedish society, and also about an existential safety in a social context. In order to gain participation, intellectual and physical artifacts, as well as personal qualities, are a prerequisite. Despite these requirements, and the challenges students face, the findings reveal that most students continue their studies. This finding leads to the idea that health and social care can be understood a discipline of inclusion.
These findings assist the health and social care field in understanding the connection between said artifacts for inclusion in working life and society; in addition, that such programs should be understood from a wider perspective and viewed in relation to the tension between three educational projects: the students` individual project, the program organizer’s project and the national, societal education project.
Show all publications by Katarina Lagercrantz All at Stockholm University