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dc.contributor.authorJohannesen, Hedvig Skonhoft
dc.contributor.authorKverneggen, Kari-Anne Helleberg
dc.contributor.authorØgård, Monika
dc.date.accessioned2022-08-02T13:34:17Z
dc.date.available2022-08-02T13:34:17Z
dc.date.created2022-04-22T10:02:45Z
dc.date.issued2022-02-17
dc.identifier.citationNordic Journal of Vocational Education and Training. 2022, 12 (1), 51-75.en_US
dc.identifier.issn2242-458X
dc.identifier.urihttps://hdl.handle.net/11250/3009815
dc.description.abstractA 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.en_US
dc.language.isomisen_US
dc.publisherLinköpings University Electronic Pressen_US
dc.relation.ispartofseriesNordic Journal of Vocational Education and Training;Volume 12 Issue 1 (2022)
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectVocational teachersen_US
dc.subjectBoundary learningen_US
dc.subjectVocational didacticsen_US
dc.subjectBoundary objectsen_US
dc.titleLæring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis?en_US
dc.title.alternativeLearning across contexts: How can vocational teachers facilitate boundary learning for students in work-based placements?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The authorsen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.3384/njvet.2242-458X.2212151
dc.identifier.cristin2018326
dc.source.journalNordic Journal of Vocational Education and Trainingen_US
dc.source.volume12en_US
dc.source.issue1en_US
dc.source.pagenumber51-75en_US


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