Spegeln som resurs i hår- och makeupstylistklassrummet: Yrkesämnesundervisning på hantverksprogrammet

Abstract

This study explores the interaction between students and teachers in subject-specific vocational education, specifically focusing on the hair and make-up stylist classroom within the handicraft programme in Swedish upper secondary school. The aim is to understand the role and significance of the mirror in enabling teacher-student interaction and mutual understanding. By integrating Conversation Analysis and Variation Theory into a unified approach (CAVTA), the study seeks to provide comprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enables the identification of the visible content in teaching and how it manifests in the staged vocational education setting. The findings reveal the teacher’s strategic use of the mirror to emphasise critical aspects of the Object of learning, in this study referring to the application of eye shadow. This utilisation of the mirror serves as a valuable teaching tool in the interaction between the teacher and student.