Yrkesfaglærerstudenter i pedagogisk praksis: et vellykket samhandlingskonsept?

Abstract

Vocational teacher students, often in their adult years, experience challenges during practical training. After critical feedback from the student cohorts in 2009–2013, OsloMet changed the internship period’s implementation. Vocational teacher students are approximately ten years older than other student teachers, have several years of professional practice behind them and are usually in more established life situations with various obligations. This can lead to a study period characterised by more significant pressure. Therefore, this study sheds light on possible reasons for the change in satisfaction with the internship. This case study is based on surveys and in-depth interviews illuminating the organizational changes that were implemented between 2010 and 2022. The measures OsloMet implemented affected interaction, such as awareness involvement, coordination, and balance of power. The program adaption also made the internal pressure during the internship more manageable. Furthermore, the students also experienced high satisfaction with the adapted practical training. Changing the role of practice teachers may also have raised this group’s relative status. The study concludes that adult students experience more significant learning outcomes through being active, using experiential learning and influencing their learning process. Facilitating the YFL study and adapting principles from andragogy may have been decisive for the learning process