En bra lektion är rätt mycket jazz: Villkor och förutsättningar för ämneslärarstudenters lärande av praktiska yrkeskunskaper i verksamhetsförlagd utbildning

Teachers' practical professional skills offer resistance to advocacy. This problem exists not least in teacher education, where in work-based parts there can be both uncertainty and different perceptions of what the students need to do or perform in order to achieve the goals that are (literally) prescribed for them. The purpose of the dissertation has been to describe and understand conditions and prerequisites in subject teacher students' learning of practical vocational skills in work-based education. This also implies a discussion on how to understand this learning in relation to the management of the education.

The dissertation's theory is taken from the fields of ethnography and sociology. In addition, there are elements from pedagogy, educational philosophy and epistemology. The empirical study is based on four questions:

• What are the characteristics of the school environments in which VFU students learn their practical vocational skills?
• How do the VFU student, the supervisor and the students take their roles and positions in the teaching?
• What happens to the framing when a VFU student takes over the role of teaching teacher?
• What knowledge, abilities and resources do VFU students use to manage their teaching?

The results show that the students' concerns before meeting with the VFU activities are about how to handle social expectations that exist in the activities - but which they can not know much about in advance. The analysis (which is mainly supported by Goffman) investigates a number of situations where the student's actions are challenged. These situations require immediate practical action - and there usually seems to be only one option for the student: to mobilize available resources to maintain credibility in the professional role.The results show a number of conditions and prerequisites in the students' learning, but also partly point to the learning itself and the learning processes. The learning that follows from the students' practices concerns forms of knowledge which are strongly dependent on the social situation and its conditions for meaningful interaction. Essential parts of the practical professional knowledge are thus about learning to read the social conditions (or the code) that make the activity possible and understandable. This reading gives the student the operational starting position. What one has to learn thus is what under prevailing circumstances is socially and ethically appropriate and functional.

Learning in practice concerns social forms of knowledge with a close connection to credibility, reliability and recognition in professional roles and professional practice. The students' learning is something other than following instructions for a rationalist practice or achieving universal criteria for goal fulfillment. Thus the results question the basic ideas of a rationalist, goal-oriented education. What also emerges is that students' learning takes place in a field of tension between two professional schemes - on the one hand a civil servant professionalism, on the other hand a more traditional, autonomous and collegial professionalism.