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Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

Author

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  • Nore, Hæge

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 recontextualization 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 designinglearning 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 apprenticeshiptraining offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

Suggested Citation

  • Nore, Hæge, 2015. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 182-194.
    • Handle: RePEc:zbw:ijrvet:142450
    DOI: 10.13152/IJRVET.2.3.4
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    References listed on IDEAS

    as
    1. Hinrichs, Anja-Christina, 2014. "Predictors of Collateral Learning Transfer in Continuing Vocational Training," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 1(1), pages 35-56.
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    Cited by:

    1. Gessler, Michael & Moreno Herrera, Lázaro, 2015. "Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 152-160.
    2. Lensjø, Marit, 2020. "Stories of learning: A case study of Norwegian plumbers and apprentices in TVET at the construction site and in a training agency," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 7(2), pages 148-166.
    3. Sandri, Orana & Holdsworth, Sarah & Wong, Peter S.P. & Hayes, Jan, 2024. "Upskilling plumber gasfitters for hydrogen: An empirical study using the Theory of Planned Behavior," Renewable Energy, Elsevier, vol. 221(C).
    4. Asplund, Stig-Börje & Kilbrink, Nina & Asghari, Hamid, 2021. "Visualising the intended practical doing: Future-oriented movements in Swedish vocational school workshop settings," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 8(2), pages 160-185.

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