Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training
Veröffentlichungsdatum
2015
Autoren
Zusammenfassung
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 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.
Schlagwörter
Vocational Didactics
;
Hybrid Learning
;
Re-Contextualization
;
Boundary Crossing
;
Teachers and Trainers
;
Vocational Education and Training
Institution
Institute
Dokumenttyp
Artikel/Aufsatz
Zeitschrift/Sammelwerk
Band
2
Heft
3
Startseite
182
Endseite
194
Zweitveröffentlichung
Nein
Sprache
Deutsch
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