Nordic Journal of Vocational Education and Training最新文献_第2页

Editorial: NJVET and the NordYrk network 社论:NJVET和NordYrk网络

Nordic Journal of Vocational Education and Training Pub Date : 2022-09-24 DOI: 10.3384/njvet.2242-458x.22122iii

P. Andersson, S. Ahn, Hedvig Skonhoft Johannesen, Johanna Köpsén, A. Louw

引用次数: 0

Finnish VET representatives’ interpretations of inclusion 芬兰职业教育培训代表对包容的解读

Nordic Journal of Vocational Education and Training Pub Date : 2022-09-02 DOI: 10.3384/njvet.2242-458x.221231

Sanna Ryökkynen, Anu Raudasoja

{"title":"Finnish VET representatives’ interpretations of inclusion","authors":"Sanna Ryökkynen, Anu Raudasoja","doi":"10.3384/njvet.2242-458x.221231","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.221231","url":null,"abstract":"\u0000The purpose of this study was to learn about Finnish VET representatives’ perceptions of inclusion. Discussions and research on inclusion in education have mainly concentrated on the comprehensive school context, although vocational education and training (VET) students may have multiple, intersectional experiences of disadvantage. Our data included representatives (N=53) from five different Finnish VET sectors. Through semi-structured interviews, we investigated their interpretations of inclusion. We applied an abductive approach in our analytical process that followed the principles of qualitative content analysis. Our findings indicated that the definition of inclusion is ambiguous. At the administration level, inclusion was related to ideology, whereas teachers spoke about special education practices. Work-life representatives connected inclusion to the principles of communality, and students appreciated this understanding and individual solutions in their studying and workplace learning. This study supports the view of earlier studies and addresses a need for shared understanding and values to engage with inclusion in practice. The VET sector would benefit from discussions and training in inclusion and inclusive principles, where the study works as an initiator.\u0000","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121808157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Flerkulturalitet i opplæring av helsefagarbeidere

Nordic Journal of Vocational Education and Training Pub Date : 2022-08-10 DOI: 10.3384/njvet.2242-458x.2212275

O. Bergsli

{"title":"Flerkulturalitet i opplæring av helsefagarbeidere","authors":"O. Bergsli","doi":"10.3384/njvet.2242-458x.2212275","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212275","url":null,"abstract":"\u0000This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training. \u0000\u0000\u0000The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.\u0000","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Entrepreneurship education practices in VET: The roles of the teacher and the local region 职业技术教育中的创业教育实践:教师和地方的角色

Nordic Journal of Vocational Education and Training Pub Date : 2022-08-10 DOI: 10.3384/njvet.2242-458x.2212250

Piia Kolho, E. Oikkonen, Timo Pihkala

引用次数: 0

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development 教师对高中职业毕业生相关胜任力的认知及其发展

Nordic Journal of Vocational Education and Training Pub Date : 2022-08-10 DOI: 10.3384/njvet.2242-458x.2212298

L. Ilomäki, Sami Löfgren, A. Toom

{"title":"Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development","authors":"L. Ilomäki, Sami Löfgren, A. Toom","doi":"10.3384/njvet.2242-458x.2212298","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212298","url":null,"abstract":"\u0000Finnish initial vocational education and training aims for graduate employability by emphasising self-directed learning and workplace learning. However, little is known about what competencies teachers consider relevant for graduates, how teachers address competencies in their instruction and how they perceive the benefits of workplace learning. Therefore, this study aims to highlight teachers’ perceptions and their practices on these topics. This is a qualitative interview study conducted in cooperation with a large Finnish vocational education provider. Participants of the study were teachers in automotive engineering, electrical and automation engineering, mechanical and metal engineering, and building service technology. The data were collected with semi-structured qualitative interviews and analysed using qualitative, abductive content analysis. The research findings indicate that teachers consider fundamental domain-specific competencies and work-related attitudes paramount for graduates as these promote professional expertise and employability. Secondly, teachers prefer to teach domain-specific competencies. However, the emergence of self-directed learning demands that teachers be pedagogically competent. Thirdly, teachers deem workplace learning beneficial but also consider that school may offer more equal and versatile education opportunities for everyone. The research findings enrich the scientific discussion on vocational graduate competency needs and vocational teaching and support the development of vocational education systems. \u0000","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131402922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring

Nordic Journal of Vocational Education and Training Pub Date : 2022-04-22 DOI: 10.3384/njvet.2242-458x.2212224

Rønnaug H. Lyckander

{"title":"Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring","authors":"Rønnaug H. Lyckander","doi":"10.3384/njvet.2242-458x.2212224","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212224","url":null,"abstract":"In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"14 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125880633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immeasurability loss? An analysis of the impacts of accountability measures on counselling within VET 广大无边的损失?问责制措施对VET咨询的影响分析

Nordic Journal of Vocational Education and Training Pub Date : 2022-03-24 DOI: 10.3384/njvet.2242-458x.221221

Niklas Rosenblad, Birgit Schaffar, Erika Löfström

{"title":"Immeasurability loss? An analysis of the impacts of accountability measures on counselling within VET","authors":"Niklas Rosenblad, Birgit Schaffar, Erika Löfström","doi":"10.3384/njvet.2242-458x.221221","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.221221","url":null,"abstract":"Comparative measures of learning outcomes and professional actions are set out to indicate accountability of VET. Individualisation and fragmentation of education emphasise counselling of students as support for their learning. The purpose of the article is to identify how counsellor and teacher practitioners perceive opportunities and challenges in merging their pedagogical and fundamental conventions of their work with structures and frameworks of accountability constituting their practice. Theoretically the study is influenced by socio-cultural perspectives. The analysis follows an abductive approach, reporting on the results from ethnographic observations of guidance counselling (N=29) within VET and subsequent interviews (N=12). We ask how the tension between the immeasurable and measurable contextualises within counselling, and how counselling is construed by counsellors and teachers. The results suggest adherence to quality measures in VET exchanged processes of human interactions and agreements with assumptions of outcomes. The effort of reaching the measures led to failure in achieving the purpose of what the targets are meant to underscore, portraying a disillusion of control. Accountability addressed a critical point concerning responsibility and evoked professional ethical dilemmas for the practitioners. Certain categorised actions of counselling processes were made externally visible by documentation but depleted counselling as learning processes inwards.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128935276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

Nordic Journal of Vocational Education and Training Pub Date : 2022-02-17 DOI: 10.3384/njvet.2242-458x.2212151

Hedvig Johannesen, Kari-Anne Kverneggen, Monika Øgård

{"title":"Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?","authors":"Hedvig Johannesen, Kari-Anne Kverneggen, Monika Øgård","doi":"10.3384/njvet.2242-458x.2212151","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212151","url":null,"abstract":"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.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128784363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Important and achieved competence for Swedish vocational teachers: A survey with teachers and principals 瑞典职业教师重要的和已实现的胜任力:对教师和校长的调查

Nordic Journal of Vocational Education and Training Pub Date : 2022-02-17 DOI: 10.3384/njvet.2242-458x.2212176

S. Antera, Marianne Teräs, Staffan Nilsson, Helena Rehn

{"title":"Important and achieved competence for Swedish vocational teachers: A survey with teachers and principals","authors":"S. Antera, Marianne Teräs, Staffan Nilsson, Helena Rehn","doi":"10.3384/njvet.2242-458x.2212176","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212176","url":null,"abstract":"\u0000Vocational teachers have a key role in the professional growth of vocational students, making their competence an important factor in the quality of VET. This study explores how principals and vocational teachers identify important and achieved competencies in relation to vocational teachers’ work. The data was collected through an online questionnaire, centred in two types of competence, competence important for teachers (important competence) and competence they consider they have already developed (achieved competence). For each type, a set of 27 competencies was evaluated on a Likert-scale by 370 participants, including both teachers and principals. The statistical analysis was primarily descriptive. The findings indicated that good communication with students, assessment of students’ knowledge, skills and abilities, and creating conditions for learning, are the three most important and achieved competencies in VET teachers’ work. On the contrary, previous teaching experience, working experience with adults and migrants, and the competence related to recruitment of students and marketing of the school, were seen as the least important and achieved ones. Different actors, meaning principals and teachers, reached an agreement on these findings. Future research should look into the reasons behind the selection of specific competence as important and the processes of competence development. \u0000","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114460120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions 职业教师培训机构与工作场所协同学习:障碍与矛盾

Nordic Journal of Vocational Education and Training Pub Date : 2022-02-09 DOI: 10.3384/njvet.2242-458x.2212125

D. Arinaitwe, L. Mifsud, Habib Kato, A. R. Sannerud

{"title":"Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions","authors":"D. Arinaitwe, L. Mifsud, Habib Kato, A. R. Sannerud","doi":"10.3384/njvet.2242-458x.2212125","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.2212125","url":null,"abstract":"In vocational education and training, the acquisition of relevant skills by learners is vital for their employability. It has been argued that institution–workplace collaboration facilitates this acquisition of relevant skills through availing authentic real-life learning situations. This study used the cultural–historical activity theory to identify and characterise challenges to learning through collaboration between a masters of vocational pedagogy (MVP) programme, vocational teacher training institutions and workplaces in Uganda. Data were obtained using in-depth individual interviews with purposively sampled actors in collaborative activities. The findings revealed that challenges manifesting as discursive contradictions occurred in different phases of implementing collaborative activities. In the planning and implementation phase, contradictions were linked to short time frames for collaborative activities, unsynchronised activity plans and contradictory working cultures. In the supervision of learning, contradictions arose from a lack of a common understanding of the objectives and work methods of the collaborative activities. A lack of feedback to actors, an absence of a collaboration focal person, and a lack of government policy limited participation in collaborative activities. These challenges were observed to lessen the focus on the MVP students’ learning, which ultimately affected the quality of work produced and interfered with the implementation of collaborative activities.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122369227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0