Literaturnachweis - Detailanzeige
Autor/in | Nore, Hæge |
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Titel | Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training. |
Quelle | In: International journal for research in vocational education and training, 2 (2015) 3, S. 182-194Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2197-8646 |
DOI | 10.13152/IJRVET.2.3.4 |
URN | urn:nbn:de:0111-pedocs-115585 |
Schlagwörter | Arbeitsplatz; Berufsschule; Curriculum; Lehrer; Norwegen; Berufsbildung; Didaktik; Ausbilder; Berufsorientierung; Lehrer; Lernprozess; Didaktik; Curriculum; Berufsbildung; Arbeitsplatz; Berufsorientierung; Duales Ausbildungssystem; Berufsschule; Ausbilder; Norwegen |
Abstract | 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 re-contextualization 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. |
Erfasst von | GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim |
Update | 2016/2 |