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  • 1.
    Öhman, Anna
    Institutionen för pedagogiska studier, Karlstads universitet, Karlstad, Sweden.
    Cykler och loopar i Salongen: En studie av återkoppling i frisörklassrummet2015Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The interest in this empirical study aims at assessment, more precisely feedback as part of ordinary activities within hairdressing education. The study investigates feedback practices related to assessment of knowing during production, with focus on communication between student and teacher. Communication is regarded as interactively constructed and is investigated through a multimodal social semiotic perspective which implies studying verbal as well as nonverbal resources in meaning making. Speech and body movements are not subordinate to each other and are studied as contributing in communication on their own terms.

    Video observations were used to investigate feedback practices in the hairdressing classroom, during a couple of lessons when last year’s students received customers for various treatments. From one hour recording, a selection was made showing communication between student and teacher with joint focus of attention during production. The selection is based on the assumption of feedback as interactively constructed and represented in a multimodal way.

    The analysis of the feedback practice shows a multifaceted result, since each interaction between a student and a teacher is unique. Nevertheless, a recurrent pattern of feedback construction could be discerned. Three important functions of feedback were distinguished, that of control, instruction and evaluation. Furthermore, these functions interact in temporal processes of cycles and loops. The core of feedback practice is found within the loop, where questions and wonders from the student are brought into a joint investigation.

  • 2.
    Öhman, Anna
    Institutionen för pedagogiska studier, Karlstads universitet, Karlstad, Sweden.
    Kameraanvändning i videoobservation2016Inngår i: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, nr 2, s. 75-85Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Olika kameror ger fler perspektiv och således ett rikare datamaterial. Denna metodartikel beskriver erfarenheter av användning av huvudkamera och handkamera i videoobservationer och diskuterar hur användning av fler kameror kompletterar varandra. Datamaterialet består av 20 timmars film varav 10 timmar även har spelats in med huvudkamera. Sammantaget visar datainsamlingsmetoden hur huvudkameran erbjuder möjligheter att komma nära det som deltagarna talar om och gör. Kameran följer bärarens rörelser och blick på ett sätt som en handkamera inte lyckas fånga. I de studerade aktiviteterna, ger huvudkameran närbilder av materialet deltagarna arbetar med samt av hur de riktar sin uppmärksamhet och vad de talar om. Eftersom inspelning görs samtidigt både med huvudkamera och handkamera, kan materialet i olika filmerna jämföras. Användningen av huvudkamera har inte bara fördelen av att ge närbilder, utan den tillför detaljer från det arbetsmaterial deltagarna interagerar med och i, vilket inte synliggörs med enbart handkameran. Däremot har handkameran fördelen att kunna avbilda fler deltagare samtidigt och den kontext de befinner sig i. Artikeln konkluderar med hur inspelning med fler rörliga kameror är en lämplig metod för videoobservation eftersom det visar studieobjektet ur fler perspektiv.

  • 3.
    Öhman, Anna
    Institutionen för pedagogiska studier, Karlstads universitet, Karlstad, Sweden.
    Nyckelkompetenser eller professionellt omdöme?: En kritisk diskussion av nyliberala influenser inom yrkesutbildning2017Inngår i: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, nr 1, s. 59-73Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Artikeln, med sitt utbildningssociologiska perspektiv, har sin bakgrund i empiriska studier där intresset är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Data konstruerades genom videoobservationer i frisörklassrummet. Analyserna av återkopplingspraktikerna synliggör lärares professionella yrkeskunnande steg för steg, koordinerade med och i respons till eleverna. Dessa empiriskt baserade resultat ställs i kontrast till neoliberalt färgad utbildningspolitik, som framkommer ur några centrala dokument och artiklar, där professionellt yrkeskunnande reduceras och yrkesutbildning generaliseras till instrumentella nyckelkompetenser och anställningsbarhet.

  • 4.
    Öhman, Anna
    Institutionen för pedagogiska studier, Karlstads universitet, Karlstad, sweden.
    Twist and shape: Feedback practices within creative subject content of hairdressing education2018Inngår i: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, nr 3, s. 425-448Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers’ knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.

  • 5.
    Öhman, Anna
    Institutionen för pedagogiska studier, Karlstads universitet, Karlstad, Sweden.
    Återkoppling i interaktion: En studie av klassrumsbaserad bedömning i frisörutbildningen2017Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.

    The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. 

    The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.

    The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.

  • 6.
    Öhman, Anna
    et al.
    Karlstad University, Department of Educational Studies, Karlstad, Sweden.
    Tanner, Marie
    Karlstad University, Department of Educational Studies, Karlstad, Sweden.
    Creating space for students' concerns: Embodied feedback practices in hairdressing education2017Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 14, s. 79-93Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to explore feedback practices in situated activities and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, we investigate through conversation analysis how feedback practices such as making loops are initiated and enabled between the participants in situated activities. Feedback in the practice of loops is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is initiated with a concern from the student that is responded to by the teacher, enabling feedback to become a common exploration of professional knowledge. Overall, the findings show how feedback is mutually produced, making visible that salient aspects of the education are emanating from the student’s own concern.

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