| dc.contributor.author | Brevik, Birger | en_US |
| dc.contributor.author | Lier, Arne Roar | en_US |
| dc.date.accessioned | 2014-01-24T11:17:05Z | |
| dc.date.available | 2014-01-24T11:17:05Z | |
| dc.date.issued | 2013 | en_US |
| dc.identifier.citation | Brevik, B. & Lier, A.R. (2013). Technical and Vocational Teacher Education Practice: Profession or Semi Profession? I E. Agaoglu, C. Terzi & C. Kavrayici (Red.), Teacher Education Policies and Professionalisation : Proceedings of the 37th Annual Conference of ATEE (s.102-110) | en_US |
| dc.identifier.isbn | 9789081563949 | en_US |
| dc.identifier.other | FRIDAID 1055261 | en_US |
| dc.identifier.uri | https://hdl.handle.net/10642/1794 | |
| dc.description.abstract | The article discusses the meaning attached to the concept profession, and in that context, it
has been examined whether the practice as teacher in technical and vocational education
can be defined under the concept of profession or semi-profession. For us, it is interesting to
examine the concept profession through the professional demands within the frame of an
academic education and the work performed by a teacher in vocational education. In
Norway, a teacher in technical and vocational education has no academic background, but
has, instead, a combination of expertise in a craft or/and the vocational training as the basis
for his/her teacher education. In the final discussion we emphasize that vocational teacher
can be considered a profession today if we consider the European Qualifications Framework
(EQF) as a basic standard | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | ATEE | en_US |
| dc.subject | Professions | en_US |
| dc.subject | TVET | en_US |
| dc.subject | EQF | en_US |
| dc.subject | Educational system | en_US |
| dc.subject | European Qualifications Framework | en_US |
| dc.title | Technical and vocational teacher education practice: profession or semi profession? | en_US |
| dc.type | Chapter | en_US |
| dc.type | Peer reviewed | en_US |
