Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

Hæge Nore

International Journal for Research in Vocational Education and Training (IJRVET), 2015, vol. 2, issue 3 (Special Issue), 182-194

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 designinglearning 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 apprenticeshiptraining offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

Keywords: Vocational Didactics; Hybrid Learning; Re-Contextualization; Boundary Crossing; Teachers and Trainers; Vocational Education and Training (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (4)

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Persistent link: https://EconPapers.repec.org/RePEc:zbw:ijrvet:142450

DOI: 10.13152/IJRVET.2.3.4

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International Journal for Research in Vocational Education and Training (IJRVET) is currently edited by Karen Evans, Michael Gessler, Johanna Lasonen, Margaret Malloch, and Martin Mulder

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