Dr. Hamid Asghari is a Senior Lecturer at the Department of Educational Studies at Karlstad University. He has completed a Ph.D. in educational work with the thesis "From growing up to the teacher act: A life story study with eight vocational teachers in the industrial-technology programme". In the thesis Asghari explores the experience of teaching in the industrial-technology programme in the context of both a working life and a vocational education in constant change. The thesis takes a social constructivist approach to eight vocational teachers’ life stories, which are constructed on the basis of interviews. The life stories are analysed in terms of recurring themes in the teachers’ accounts of how they approach and teach their students as well as in terms of the teaching goals and strategies that emerge in their life stories. A total of fifteen interviews were conducted, generating a number of teacher profiles, which display the relation between the teachers’ previous life experiences and their teaching practices. Results show five recurring themes in the teacher profiles. The themes are: Being a caring adult for vocational students, teaching them the required basic knowledge for the education, teaching them respect and discipline, teaching them the value of struggling on and not giving up, and showing them the possibility of international employment. Moreover, the teaching goals and strategies emerging from the life stories show that the teachers can be said to educate different types of industrial workers. As a result of these findings, vocational education can be seen as more than a preparation for working life. Vocational teachers with different life experiences create different relationships with their students in order to enable them to manage school and to succeed in life. Because of the continuously changing job market, vocational teachers have completed various forms of education and worked in various industries during different time periods of their lives. It appears that they educate their students and prepare them for a future life at work based on these experiences.
Dr. Asghari works at the Department of Educational Studies, Karlstad University. He is a course leader for the course School as System and Idea - Vocational Education,15 ECTS credits and teach various courses within the teacher program. He is also a supervisor for a number of students in their degree projects.
Dr. Asghari has some research cooperation with Dr. Marzanna Pogorzelska, senior lecturer in comparative education at Opole University, Poland. Pictures of his lecture at the Institute of Pedagogical Sciences at Opole University are available here: http://inp.uni.opole.pl/2016/12/09/relacja-z-wizyty/
Asghari, H. (2012). Relationen mellan tidigare livs- och yrkeserfarenheter och undervisning på industriprogrammet i två yrkeslärares livsberättelser. I M. Karlsson & H. Pérez Prieto (Red.), Livsberättelser: Mening och identitet i tid och rum (ss. 7-20). Karlstad: Karlstads universitet.
Asghari, H. (2014). Från uppväxt till lärargärning: En livsberättelsestudie med åtta yrkeslärare på industritekniska programmet. Doktorsavhandling, Karlstad: Fakulteten för humaniora och samhällsvetenskap, Pedagogiskt arbete, Karlstads universitet.
Asghari, H. (2017). Technical knowledge in industrial-technology program as it emerges from three vocational teachers’ life stories. I Z. Jasiński (Red.), Education. Opole university annual (Vol. 2, ss. 155-165). Opole, Poland: Instytut Nauk Pedagogicznych Uniwersytetu Opolskiego.
Asghari, H. (2018). Defining professional skills from teachers’ life stories. I L. M. Herrera, M. Teräs & P. Gougoulakis (Red.), Emergent issues in vocational education & training - voices from cross-national research (ss. 23-59). Stockholm: Premiss förlag.
Andersén, A., & Asghari, H. (2016). Identitetsframträdande och positionering i handledares berättelser. I H. P. Prieto & C. Roos (Red.), Kapet (elektronisk) (Vol. 12, ss. 87-102). Karlstad: Karlstads universitet.
Asghari, H., & Kilbrink, N. (2018). Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet. Nordic Journal of Vocational Education and Training, 8(1), 23–43.
Asghari, H., Asplund, S.-B., & Kilbrink, N. (2018). Identitetsframträdanden i teknisk gymnasial yrkesutbildning. I A. L. Hultman, M. Tanner & C. Olin-Scheller (Red.), Berättelser (ss. 95-104). Karlstad: Karlstads universitet.