Nordic Journal of Vocational Education and Training最新文献_第6页

Kvalitetsutveckling av digitala trepartssamtal i svensk yrkeslärarutbildning

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-10 DOI: 10.3384/NJVET.2242-458X.1883160

Michael Walkert

{"title":"Kvalitetsutveckling av digitala trepartssamtal i svensk yrkeslärarutbildning","authors":"Michael Walkert","doi":"10.3384/NJVET.2242-458X.1883160","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.1883160","url":null,"abstract":"This article describes the developmental work of feedback for students during their practicum periods at the vocational teacher education programme at Karlstad University. The vocational teacher education programme is based on distance studies which implies that the students can be spread all over the country. Although the students participate in some campus meetings, the university teachers are not able to visit students during their practicum periods of the programme. A digital conference tool, Adobe Connect, is therefore used for communication with the students and their supervisors in practicum. This article describes the developmental work of using the digital conference tool, which includes a filmed sequence of the student’s teaching. The filmed sequences are later shared and discussed in a group of fellow students and a teacher. The article also describes how a model inspired by the research-based Plato manual of discussing these teaching sequences is taking form. The intention of using this model is to proceed towards a joint research-based approach among the colleagues, and in this way improve the feedback to students regarding teaching strategies and instruction.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123011308","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

Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-10 DOI: 10.3384/njvet.2242-458x.188398

A. Andersen, Hamid Asghari, M. Petersson

{"title":"Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination","authors":"A. Andersen, Hamid Asghari, M. Petersson","doi":"10.3384/njvet.2242-458x.188398","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.188398","url":null,"abstract":"The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"531 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116225251","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: 3

Att vetenskapligt förankra ett yrkeslärarprogram: Erfarenheter från ett utvecklingsprojekt 为职业教师培训计划提供科学依据：一个发展项目的经验

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-10 DOI: 10.3384/NJVET.2242-458X.1883124

Anna Annerberg, Anna Karin Fändrik

引用次数: 1

Editorial: Challenges and development in and of vocational teacher education 编辑:职业教师教育的挑战与发展

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-10 DOI: 10.3384/NJVET.2242-458X.1883III

I. Loeb, Susanne Gustavsson

引用次数: 6

Bachelorutdanning for yrkesfaglærere, i et historisk og utviklingsorientert perspektiv

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-10 DOI: 10.3384/NJVET.2242-458X.1883141

Klara Rokkones, J. Landro, B. K. Utvær

{"title":"Bachelorutdanning for yrkesfaglærere, i et historisk og utviklingsorientert perspektiv","authors":"Klara Rokkones, J. Landro, B. K. Utvær","doi":"10.3384/NJVET.2242-458X.1883141","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.1883141","url":null,"abstract":"The article describes the development of the Bachelor’s Programme or Vocational Teacher Education (VTE) at Institute of Teacher Education at The Norwegian University of Science and Technology (NTNU). The programme is important, as vocational education is increasingly prioritized as a growth area for the future, integrating practical skills with academic knowledge. Initially we provide a historical overview on the preparation and the establishment of VTE at NTNU in Trondheim. This is followed by a presentation of the content and organization of the bachelor programme of today. After that, the results of a review of student dropout is discussed and we go on with describing some changes that have been made, as a part of the programme’s quality development. The article concludes by describing how we intend to continue the work of recruiting students, strengthening cooperation between universities, schools and working life, and becoming involved in internationalization projects across Europe, through strategic partnerships and student mobility. Finally, we describe how we work to reach the goal to become a robust and full-fledged research environment.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128959323","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: 5

Tävlingsdomarnas bäst praxis-bedömning av yrkeskunnande i en yrkestävling

Nordic Journal of Vocational Education and Training Pub Date : 2019-01-03 DOI: 10.3384/NJVET.2242-458X.188293

Helena Tsagalidis

引用次数: 0

Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis 通过视频分析探讨教学能力的再语境化与高职教师学生的专业学习

Nordic Journal of Vocational Education and Training Pub Date : 2018-12-05 DOI: 10.3384/NJVET.2242-458X.188336

Daniel Alvunger, V. Johansson

{"title":"Exploring recontextualization of didactic ability and vocational teacher students’ professional learning through video analysis","authors":"Daniel Alvunger, V. Johansson","doi":"10.3384/NJVET.2242-458X.188336","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.188336","url":null,"abstract":"This article explores how vocational teacher education (VTE) students experience professional learning through the use of video analysis, their reflection among peers and their meaning-making of the ‘didactic ability’ concept during the beginning of their education. The empirical data consists of an online survey and semi-structured interviews with five vocational teacher education students. Bernstein’s concept of ‘pedagogic discourse’ and a conceptual framework of recontextualisation in vocational education and training developed by Evans, Guile and Harris guide the research. The findings strongly support observations from previous research that emphasise that the use of video promotes and supports teacher students’ professional growth. The VTE students develop a new understanding of how to organise content and to analytically handle the relationship between theoretical aspects and professional action. The emerging meanings of didactic ability are a new discursive understanding of work-knowledge and the teaching content, as well as a strategic structuring of the content for sense-making, transcending the theory and practice divide through visual artefacts and practical tasks and the ability to use different teaching strategies. Language, actions, content and meanings in terms of workplace codes tend to ‘move’ and to be recontextualised from the school’s pedagogic discourse.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130446990","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: 4

Udvikling af diplomuddannelse i erhvervspædagogik på baggrund af resultater fra projekter

Nordic Journal of Vocational Education and Training Pub Date : 2018-12-05 DOI: 10.3384/njvet.2242-458X.18831

H. Duch, Jeppe Michael Egendal, Birgitte Helbæk Marcussen, Christina Højlund, Ulla Nistrup Jørgensen

{"title":"Udvikling af diplomuddannelse i erhvervspædagogik på baggrund af resultater fra projekter","authors":"H. Duch, Jeppe Michael Egendal, Birgitte Helbæk Marcussen, Christina Højlund, Ulla Nistrup Jørgensen","doi":"10.3384/njvet.2242-458X.18831","DOIUrl":"https://doi.org/10.3384/njvet.2242-458X.18831","url":null,"abstract":"In Denmark, it is mandatory for vocational teachers to complete Diploma of Vocational Pedagogy. The objectives of the diploma are defined by the rules and regulations for diplomas in general but it also has to support the national policy for vocational educations. Moreover, the diploma has to support the strategies and agendas of vocational colleges and vocational teachers. University colleges supply this diploma. University college teachers teaching in the programme have to develop their pedagogical and educational competencies in order to support these agendas. One way to explore the need for development of the programme is to participate in projects. Using Engeströms theory and methodology, the paper analyses how results from three research and development projects can form the basis for development of Diploma of Vocational Pedagogy. The analysis stresses the history and contradictions in each project seen from the perspectives of each teacher’s subjectivity. The result is a method that can indicate how findings from projects can be used in the development of Diploma of Vocational Pedagogy.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132023970","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

Uppgifter som medierande artefakter inom yrkeslärarutbildningen

Nordic Journal of Vocational Education and Training Pub Date : 2018-12-05 DOI: 10.3384/NJVET.2242-458X.188378

Katarina Lagercrantz All, J. Pettersson, Marianne Teräs

{"title":"Uppgifter som medierande artefakter inom yrkeslärarutbildningen","authors":"Katarina Lagercrantz All, J. Pettersson, Marianne Teräs","doi":"10.3384/NJVET.2242-458X.188378","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.188378","url":null,"abstract":"Vocational teacher students accomplish a number of different assignments, which are meaningful for their learning and future work as vocational teachers. In Sweden, this education is relatively short (90 ECTS), partly conducted as distance education. The students enter the education with previous vocational knowledge and experiences. The aim of this study was to explore and describe assignments the students face during their vocational teacher education. The study questions focused on what is a form of assignment as mediating artefact and what kind of vocational knowledge is required? Conceptual background involved the concepts of mediation, artefact, vocational knowledge and knowledge culture. The data consisted of 13 course overviews. The results suggested dominance of individual written assignments. Even though some assignments were identified as ‘doings’ like teaching. The assignments were complex involving several vocational knowledge dimensions and the students needed to navigate between different knowledge domains. Furthermore, the students were asked to integrate their previous vocational knowledge with pedagogical knowledge. The assignments as mediating artefacts were connected to different knowledge cultures.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121482971","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: 3

Utfordringer og muligheter i møtepunktet mellom yrkesfaglærerutdanningen og praksis i videregående skole

Nordic Journal of Vocational Education and Training Pub Date : 2018-12-05 DOI: 10.3384/NJVET.2242-458X.188357

Jorunn Dahlback, Hanne Berg Olstad, Ann Lisa Sylte, Anne-Catrine Wolden

{"title":"Utfordringer og muligheter i møtepunktet mellom yrkesfaglærerutdanningen og praksis i videregående skole","authors":"Jorunn Dahlback, Hanne Berg Olstad, Ann Lisa Sylte, Anne-Catrine Wolden","doi":"10.3384/NJVET.2242-458X.188357","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.188357","url":null,"abstract":"In 2020 a new school reform will be implemented in Norway, with required vocational specialisation the first year in upper secondary school. The aim of this article is to analyse challenges and opportunities in the meeting point between vocational teacher education in Design and Craft (YFL) and the field of practice, to meet the required vocational pecialisation. Previous research has established that there is a relevance issue in vocational education and training (VET). There are challenges with a lack of coherence between the vocational specialisation in VET and the work-life needs for competence. The research focus is about coherence between the upper secondary schools’ didactical organization in VET programmes for Design and Craft and the content of YFL. The research methods are interviews with VET teachers, and qualitative questionnaires and interviews with YFL students in the period 2014–2017. The results show that there is partly low coherence between the teacher’s didactical organization and choice of teaching methods, and the content in YFL. The lack of coherence can be addressed to VET teachers’ focus on discipline-based VET with a lack of early vocational specialisation. However, the results also show new opportunities for how to develop more relevant VET for the work-life needs for competence, which is coherent to the occupational-related content in YFL.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116751737","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: 7