Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training.

Autor/in	Nore, Hæge
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 kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.2.3.4
URN	urn:nbn:de:0111-pedocs-115585
Schlagwörter	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