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":null,"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":0.0000,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nordic Journal of Vocational Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3384/njvet.2242-458x.2212151","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

职业教育和培训(VET)项目面临的一个众所周知的挑战是,学校学习和工作场所学习之间缺乏一致性。挪威的职业教育培训模式包括两年的高中教育,然后是两年的工作学徒。这项对职业教师职业教学的小规模研究旨在调查挪威高中销售和服务职业教育培训计划的边界学习。本研究探讨的问题是:在专业职业深度学习(YFF)中,职业教师如何改善实习学生的边界学习?方法方法是对一所学校的职业教师进行定性访谈和职业教师对职业教学的系统发展工作。我们的研究重点是使用Akkerman和Bakker(2011)的理论方法进行边界学习。研究结果表明,职业教师如何开发和使用边界对象,如系统反思和基于主题的作业,将YFF的基于工作的学习与基于学校的学习联系起来。此外,提出了一种新的边界学习职业教学模型,可以系统地发展职业教学。结语部分论述了发展性教学方法与理论概念相结合如何促进学生的职场学习和边界学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信