Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training
Journal article, Peer reviewed
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OriginalversjonNore, H. (2015). Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training. International Journal for Research in Vocational Education and Training, 2(3). http://dx.doi.org/10.13152/IJRVET.2.3.4
This article explores teachers and trainers didactical practices indifferent contexts in Norwegian VET: schools and workplaces. With theintroduction of e-resources and e-portfolios in VET, learners as well as teachersand trainers experience a more hybrid learning-arena, which claims for a recontextualizationof vocational didactics as well as re-defining roles andresponsibilities of the actors. The article discuss new forms of boundary crossing,dealing with e-portfolios as boundary objects, increasing learner autonomy,transformative learning outcomes, interaction between actors and designinglearning processes in hybrid learning-arenas. Vocational didactics as understood ina teacher-training context are challenged by more actors and new forms ofinteractivity with technological tools crossing sites. The study is based on alongitudinal study in a national project on quality assessment, interviews withteachers and trainers as well as apprenticeship training offices supported bydocumentary evidence from three trades: sales, plumbing and industrial mechanics.