Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

Autor/in	Nore, Haege
Titel	Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training
Quelle	In: International Journal for Research in Vocational Education and Training, 2 (2015) 3, S.182-194 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Foreign Countries; Vocational Education; Teaching Methods; Blended Learning; Educational Practices; Educational Change; Electronic Publishing; Portfolios (Background Materials); Personal Autonomy; Transformative Learning; Instructional Design; Learning Processes; Vocational Education Teachers; Teacher Education; Apprenticeships; Sales Occupations; Plumbing; Skilled Occupations; Longitudinal Studies; Qualitative Research; Training; Norway + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Bildungsreform; Elektronisches Publizieren; Individuelle Autonomie; Pädagogische Transformation; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Ausbilder; Lehrerausbildung; Lehrerbildung; Apprenticeship; Lehre; Installation; Fachangestellter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Norwegen
Abstract	This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics. (As Provided).
Anmerkungen	European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01