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Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

Nore, Hæge
Journal article, Peer reviewed
This work is licensed under a creative commons attribution- non commercial- no derivatives 4.0 international license.
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https://hdl.handle.net/10642/2971
Utgivelsesdato
2015-12-15
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  • LUI - Institutt for yrkesfaglærerutdanning [194]
Originalversjon
Nore, 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
Sammendrag
This article explores teachers and trainers didactical practices in

different contexts in Norwegian VET: schools and workplaces. With the

introduction of e-resources and e-portfolios in VET, learners as well as teachers

and trainers experience a more hybrid learning-arena, which claims for a recontextualization

of vocational didactics as well as re-defining roles and

responsibilities 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 designing

learning processes in hybrid learning-arenas. Vocational didactics as understood in

a teacher-training context are challenged by more actors and new forms of

interactivity with technological tools crossing sites. The study is based on a

longitudinal study in a national project on quality assessment, interviews with

teachers and trainers as well as apprenticeship training offices supported by

documentary evidence from three trades: sales, plumbing and industrial mechanics.
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Vetnet
Serie
International Journal for Research in Vocational Education and Training;2(3)

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