Fra logg til blogg: Yrkesfaglæreres digitale kompetanseutvikling gjennom designbasert praktikerforskning

Professional digital competences (PDC) have a significant influence on Norwegian and international innovation in education and have been extended to include several aspects of the teacher’s role. There is a need for more research on vocational teachers/education in general, and specifically on digital competence. This article is an intervention study in Norwegian vocational education and training, exploring the development of vocational teacher’s professional digital competences through design-based practitioner research. The aim has been to study how the implementation of a new artefact, using blog as an ePortfolio and a boundary object, influence the practitioner researcher’s and vocational teacher colleagues’ development of PDC. The study was carried out in subjects of vocational specialisation with youth enterprise as the method. The results and analysis contribute to identifying participatory knowledge about vocational teachers’ development opportunities and competence profile related to the use of technology as boundary objects and the further establishment of new boundary-crossing practices. This study contributes to an expanded understanding of vocational teachers’ competence profile and development opportunities related to PDC, and the case contributes with increased knowledge about how practitioner research provides opportunities for development

Læring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis?

A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.publishedVersio

Miskjennelse av yrkesfaglig kulturell kapital i skolen

Yrkesfaglig kunnskap er en forutsetning for bærekraft og samfunnssikkerhet. Likevel er yrkesfagene i indre og ytre press forårsaket av digitalisering, globalisering og lav status. I artikkelen diskuteres nedvurderingen av yrkesfaglig kunnskap i skolen med Bourdieus teori om kulturell kapital. Et sentralt funn er at en systemisk miskjennelse av yrkesfaglig kulturell kapital i utdanningssystemet foregår gjennom symbolsk makt, i sanksjonering av yrkesfaglig kunnskap og premiering av boklig kapital. Sosiologiske begreper om klasse og kulturell kapital kan ved avdekking av miskjennelsen av yrkesfaglig kunnskap bidra til anerkjennelse av praktisk yrkesfaglig kunnskap som vesentlig danning av unge

'Back into your arms' - Exploring models for integrated university-professional learning in a lifelong perspective

The purpose of this article is to explore different models for integrated university-professional learning within Norwegian higher education institutions in a proposed collaborative initiative with enterprise. The suggested model is a dualised model for a bachelor’s degree in engineering, involving a collaborative effort between higher education institutions and enterprises. The objective of the model is to develop expansive, lifelong learning for continuous development by transcending traditional boundaries between learning in university and learning in the workplace. Work is an important means for securing social inclusion, and an investment in lifelong learning is thus an important contribution to the requalification and reintegration of adults into the workforce. Norwegian higher education is, with a few exceptions, governmental and constitutes a central element of the tripartite system of collaboration, where labour organisations, employer’s organisations and government collectively bargain over welfare policy and there is a long-standing tradition of autonomy within the professions. The increasing need for the requalification of professionals calls for a renewed approach to the integration of university- and working-life learning. The research question of this article is: to what extent can different models of integrated university-professional learning facilitate lifelong learning? The predominant models concerning lifelong learning do not incorporate the full benefits of learning from practice. Our new model, a dualised model, has the potential to fulfil the key requirements for university and working-life boundary learning, as it provides a greater permeability between work-based and university-based learning and includes adult learners. Expansive lifelong learning and double-loop learning constitute the theoretical perspectives of our proposed new model

'Back into your arms' - Exploring models for integrated university-professional learning in a lifelong perspective

The purpose of this article is to explore different models for integrated university-professional learning within Norwegian higher education institutions in a proposed collaborative initiative with enterprise. The suggested model is a dualised model for a bachelor’s degree in engineering, involving a collaborative effort between higher education institutions and enterprises. The objective of the model is to develop expansive, lifelong learning for continuous development by transcending traditional boundaries between learning in university and learning in the workplace. Work is an important means for securing social inclusion, and an investment in lifelong learning is thus an important contribution to the requalification and reintegration of adults into the workforce. Norwegian higher education is, with a few exceptions, governmental and constitutes a central element of the tripartite system of collaboration, where labour organisations, employer’s organisations and government collectively bargain over welfare policy and there is a long-standing tradition of autonomy within the professions. The increasing need for the requalification of professionals calls for a renewed approach to the integration of university- and working-life learning. The research question of this article is: to what extent can different models of integrated university-professional learning facilitate lifelong learning? The predominant models concerning lifelong learning do not incorporate the full benefits of learning from practice. Our new model, a dualised model, has the potential to fulfil the key requirements for university and working-life boundary learning, as it provides a greater permeability between work-based and university-based learning and includes adult learners. Expansive lifelong learning and double-loop learning constitute the theoretical perspectives of our proposed new model

Editorial: Autumn 2018

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Editorial : Spring 2018

Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ￜ six peer-reviewed research articles and one magazine article ￜ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsￜ as well as teachersￜ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education