Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

  • Hæge Nore Oslo and Akershus University, College of Applied Sciences

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 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.

Published
2015-12-15
How to Cite
NORE, Hæge. Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training. International Journal for Research in Vocational Education and Training, [S.l.], v. 2, n. 3, p. 182-194, dec. 2015. ISSN 2197-8646. Available at: <http://www.ijrvet.net/index.php/IJRVET/article/view/111>. Date accessed: 17 dec. 2017. doi: https://doi.org/10.13152/IJRVET.2.3.4.
Section
Special Issues

Keywords

Vocational Didactics; Hybrid Learning; Re-Contextualization; Boundary Crossing; Teachers and Trainers; Vocational Education and Training