Rønnaug H. Lyckander
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摘要

在挪威,职业教师有两种不同的教育途径,即教育方面的学士课程和研究生课程。这篇文章报道了这两个项目中教师准备的比较,这些项目使职业教师有资格在学校工作。目的是探讨职业教师在教师教育过程中培养的能力,这与职业教育与培训(VET)的广泛入门课程特别相关。以往的研究发现,教师应该选择与工作生活相关的真实学习活动,并培养学生对职业的兴趣。横断面调查数据收集于职业教师毕业生(n = 279)。平均差异测试表明,本科样本比研究生样本在广泛课程教学方面做了明显更好的准备。然而,在教师对学校不同学习活动的报告中,没有发现同样的差异。讨论指出,教师教育的内容和实践领域之间的差异和相似之处如何解释教师的经验,以及这两个教师项目是否都培养了在挪威职业教育教育的广泛结构中教学所需的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring
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.
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