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Showing 1 - 23 of 23 Journals sorted alphabetically
Adult Learning     Hybrid Journal   (Followers: 33)
Aikuiskasvatus     Open Access   (Followers: 1)
Andragoška spoznanja     Open Access   (Followers: 1)
Career and Technical Education Research     Full-text available via subscription   (Followers: 4)
Concept : The Journal of Contemporary Community Education Practice Theory     Open Access   (Followers: 4)
EJA em Debate     Open Access  
Empirical Research in Vocational Education and Training     Open Access   (Followers: 16)
European Journal for Research on the Education and Learning of Adults (RELA)     Open Access   (Followers: 4)
European Journal of Training and Development     Hybrid Journal   (Followers: 14)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Adult and Continuing Education     Hybrid Journal   (Followers: 29)
Journal of Adult Theological Education     Hybrid Journal   (Followers: 7)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Music, Technology and Education     Hybrid Journal   (Followers: 11)
New Horizons in Adult Education and Human Resource Development     Hybrid Journal   (Followers: 11)
Nordic Journal of Vocational Education and Training     Open Access   (Followers: 2)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Revista Brasileira de Orienta     Open Access   (Followers: 1)
Teaching in Lifelong Learning : a journal to inform and improve practice     Open Access   (Followers: 21)
Teknologi Kejuruan     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 19)
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Nordic Journal of Vocational Education and Training
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2242-458X
Published by Linköping University Homepage  [7 journals]
  • Editorial: Spring 2022

    • Authors: Per Andersson, Song-ee Ahn, Johanna Köpsén, Arnt Louw
      PubDate: 2022-04-20
      DOI: 10.3384/njvet.2242-458X.22121iii
      Issue No: Vol. 12, No. 2 (2022)
       
  • Immeasurability loss' An analysis of the impacts of accountability
           measures on counselling within VET

    • Authors: Niklas Rosenblad, Birgit Schaffar, Erika Löfström
      Pages: 1 - 23
      Abstract: Comparative measures of learning outcomes and professional actions are set out to indicate accountability of VET. Individualisation and fragmentation of education emphasise counselling of students as support for their learning. The purpose of the article is to identify how counsellor and teacher practitioners perceive opportunities and challenges in merging their pedagogical and fundamental conventions of their work with structures and frameworks of accountability constituting their practice. Theoretically the study is influenced by socio-cultural perspectives. The analysis follows an abductive approach, reporting on the results from ethnographic observations of guidance counselling (N=29) within VET and subsequent interviews (N=12). We ask how the tension between the immeasurable and measurable contextualises within counselling, and how counselling is construed by counsellors and teachers. The results suggest adherence to quality measures in VET exchanged processes of human interactions and agreements with assumptions of outcomes. The effort of reaching the measures led to failure in achieving the purpose of what the targets are meant to underscore, portraying a disillusion of control. Accountability addressed a critical point concerning responsibility and evoked professional ethical dilemmas for the practitioners. Certain categorised actions of counselling processes were made externally visible by documentation but depleted counselling as learning processes inwards.
      PubDate: 2022-03-24
      DOI: 10.3384/njvet.2242-458X.221221
      Issue No: Vol. 12, No. 2 (2022)
       
  • Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av
           yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring

    • Authors: Rønnaug H. Lyckander
      Pages: 24 - 49
      Abstract: In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
      PubDate: 2022-04-22
      DOI: 10.3384/njvet.2242-458X.2212224
      Issue No: Vol. 12, No. 2 (2022)
       
  • Editorial: Autumn 2021

    • Authors: Per Andersson, Song-ee Ahn, Hedvig Skonhoft Johannesen, Johanna Köpsén, Arnt Louw
      PubDate: 2022-01-14
      DOI: 10.3384/njvet.2242-458X.21113iii
      Issue No: Vol. 12, No. 1 (2022)
       
  • Elevers formande av arbetsplatsförlagt lärande i svensk
           gymnasial lärlingsutbildning

    • Authors: Ingela Andersson, Viveca Lindberg
      Pages: 1 - 24
      Abstract: The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
      PubDate: 2022-01-14
      DOI: 10.3384/njvet.2242-458X.221211
      Issue No: Vol. 12, No. 1 (2022)
       
  • Learning through collaboration between vocational teacher training
           institutions and workplaces: Barriers and contradictions

    • Authors: Dinavence Arinaitwe, Louise Mifsud, Habib Kato, Arne Ronny Sannerud
      Pages: 25 - 50
      Abstract: In vocational education and training, the acquisition of relevant skills by learners is vital for their employability. It has been argued that institution–workplace collaboration facilitates this acquisition of relevant skills through availing authentic real-life learning situations. This study used the cultural–historical activity theory to identify and characterise challenges to learning through collaboration between a masters of vocational pedagogy (MVP) programme, vocational teacher training institutions and workplaces in Uganda. Data were obtained using in-depth individual interviews with purposively sampled actors in collaborative activities. The findings revealed that challenges manifesting as discursive contradictions occurred in different phases of implementing collaborative activities. In the planning and implementation phase, contradictions were linked to short time frames for collaborative activities, unsynchronised activity plans and contradictory working cultures. In the supervision of learning, contradictions arose from a lack of a common understanding of the objectives and work methods of the collaborative activities. A lack of feedback to actors, an absence of a collaboration focal person, and a lack of government policy limited participation in collaborative activities. These challenges were observed to lessen the focus on the MVP students’ learning, which ultimately affected the quality of work produced and interfered with the implementation of collaborative activities.
      PubDate: 2022-02-09
      DOI: 10.3384/njvet.2242-458X.2212125
      Issue No: Vol. 12, No. 1 (2022)
       
  • Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for
           boundary learning for elever i arbeidslivspraksis'

    • Authors: Hedvig Skonhoft Johannesen, Kari-Anne Kverneggen, Monika Øgård
      Pages: 51 - 75
      Abstract: A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)' The methodological approach is qualitative interviews with vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.
      PubDate: 2022-02-17
      DOI: 10.3384/njvet.2242-458X.2212151
      Issue No: Vol. 12, No. 1 (2022)
       
  • Important and achieved competence for Swedish vocational teachers: A
           survey with teachers and principals

    • Authors: Sofia Antera, Marianne Teräs, Staffan Nilsson, Helena Rehn
      Pages: 76 - 102
      Abstract: Vocational teachers have a key role in the professional growth of vocational students, making their competence an important factor in the quality of VET. This study explores how principals and vocational teachers identify important and achieved competencies in relation to vocational teachers’ work. The data was collected through an online questionnaire, centred in two types of competence, competence important for teachers (important competence) and competence they consider they have already developed (achieved competence). For each type, a set of 27 competencies was evaluated on a Likert-scale by 370 participants, including both teachers and principals. The statistical analysis was primarily descriptive. The findings indicated that good communication with students, assessment of students’ knowledge, skills and abilities, and creating conditions for learning, are the three most important and achieved competencies in VET teachers’ work. On the contrary, previous teaching experience, working experience with adults and migrants, and the competence related to recruitment of students and marketing of the school, were seen as the least important and achieved ones. Different actors, meaning principals and teachers, reached an agreement on these findings. Future research should look into the reasons behind the selection of specific competence as important and the processes of competence development.
      PubDate: 2022-02-17
      DOI: 10.3384/njvet.2242-458X.2212176
      Issue No: Vol. 12, No. 1 (2022)
       
  • Editorial: New insights in vocational education and training

    • Authors: Per Andersson, Song-ee Ahn, Hedvig Skonhoft Johannesen, Johanna Köpsén, Arnt Louw
      PubDate: 2021-10-13
      DOI: 10.3384/njvet.2242-458X.21112iii
      Issue No: Vol. 11, No. 3 (2021)
       
  • Editorial: Online journal – online conference

    • Authors: Per Andersson, Song-ee Ahn, Hedvig Skonhoft Johannesen, Arnt Louw
      PubDate: 2021-06-20
      DOI: 10.3384/njvet.2242-458X.21111iii
      Issue No: Vol. 11, No. 3 (2021)
       
  • Editorial: Assessment in Nordic VET

    • Authors: Hæge Nore, Viveca Lindberg
      PubDate: 2021-03-22
      DOI: 10.3384/njvet.2242-458X.20103iii
      Issue No: Vol. 11, No. 3 (2021)
       
  • Arbeidsinnkludering som en vei til varig arbeidslivstilknytning og et
           verdig voksenliv: Hvordan metoder for arbeidsinnkludering kan brukes i
           opplæringen av lærekandidater

    • Authors: Eva Martinsen Dyrnes, Dan Roger Sträng
      Pages: 1 - 21
      Abstract: The labour market in many European countries is changing and for many young people it leads to challenges in gaining a lasting connection to working life. School dropout and deficiencies in their education lead to challenges for many young people on the road to adulthood. Students who find it difficult to complete a vocational education in upper secondary school, now have the opportunity to be training candidates in a practically oriented education with a limited number of competence goals. Work inclusion means that the individual's ability to work will be examined in various ways to increase the possibility of permanent work. However, work inclusion is a complex phenomenon, where several actors may be involved and where the goals and progress plan will vary. This is costly and stressful for both the individual and the society. Working life is a central learning arena within upper secondary education, and there will be a need to facilitate participation in this arena also for students with a need for adapted education.
      PubDate: 2021-09-06
      DOI: 10.3384/njvet.2242-458X.211131
      Issue No: Vol. 11, No. 3 (2021)
       
  • One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i
           kompetanse-utviklingsarbeid i videregående skole

    • Authors: Julie Klovholt Leonardsen
      Pages: 1 - 24
      Abstract: Vocational education and training (VET) teachers have a dual profession as teachers and vocational workers. Professional development projects in school must apply to both sides of their profession. However, VET teachers’ need for professional development, particularly in terms of student assessment, has not been significantly explored. This ethnographic case study examines what aspects of professional development projects VET teachers perceive as meaningful for developing their assessment literacy. Data was collected through observations of 31 VET teachers in two upper secondary schools, in the context of a professional development project aiming to strengthen assessment literacy. Eighteen of these teachers also participated in focus group interviews. Findings show that if VET teachers are to find professional development projects in school meaningful for developing their assessment literacy, the projects must 1) have vocational relevance, 2) maintain a vocational perspective on the validity of assessment of students’ vocational competence, and 3) take place in a learning and development-oriented culture. Unfortunately, professional development projects do not address teachers’ developmental needs due to tensions among professional, socio-cultural and organisational contexts in school and vocational workplaces. 
      PubDate: 2021-06-18
      DOI: 10.3384/njvet.2242-458X.211121
      Issue No: Vol. 11, No. 3 (2021)
       
  • Å utvikle yrkeskompetanse gjennom arbeidslivspraksis i
           helsesekretærutdanningen

    • Authors: Kjersti Lisbeth Johnsen, Hilde Hiim
      Pages: 1 - 20
      Abstract: This article presents findings from a three-year research and development project where a high school and a hospital collaborated on the education of medical secretaries. The aim was to strengthen the medical secretary students’ development of vocational competence through close  collaboration between the school and the hospital on practice periods for the students. The results are based  on qualitative data from observations of the students during practice, observations of students when experiences from practice were presented at school, group interviews with students, teachers and instructors, and analyses of students’ reflection logs. The findings show that cooperation between the parties to define key functions and tasks in the work of medical secretaries, and to structure practice periods around these tasks, contributed to the students getting a great learning benefit from practice. The students expressed that they understood what the vocation was about, began to identify with it and felt the need to learn theory. However, they wanted better coherence between learning in practice and at school. The results suggest that mandatory practice periods and common structure for learning content in practice and at school should be main principles in the new curriculum for education of medical secretaries from autumn 2020.
      PubDate: 2021-01-26
      DOI: 10.3384/njvet.2242-458X.211111
      Issue No: Vol. 11, No. 3 (2021)
       
  • Velferdsteknologi i helse- og oppvekstyrker: Digitalt kompetansebehov i
           yrkesfaglig utdanning

    • Authors: Solveig Dalehaug Havreberg, Ann Lisa Sylte
      Pages: 21 - 43
      Abstract: The fast-paced changes of the Western world community require vocational education and training (VET) that meets the future working-life needs for competence. One challenge in Norwegian health education is the lack of up-to-date teacher competence in welfare technology and digital competence. This article is based on a case study of how vocational teachers in health education programmes (HO) meet the future needs for competence in welfare technology. This research questions what can be changed in VET with these new technologies and how the technology challenges the vocational content of health and education work, and VET. This need for technological competence is also linked to the renewal of curriculum in Norwegian VET, which entails requirements for previous vocational specialisation. The study involved qualitative methods and development experiments. The results show examples of how vocational teachers and students at HO can meet the future needs for competence in welfare technology related to ethics. The results indicate the need for close collabo­ration between school and working life to meet the new technology-competence need in the content in both the HO education and the health care occupations. Didactical planned intern­ship in companies using welfare technology, were important for the participants learning about digital tools.
      PubDate: 2021-01-28
      DOI: 10.3384/njvet.2242-458X.2111121
      Issue No: Vol. 11, No. 3 (2021)
       
  • Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom
           bedömningshandlingar

    • Authors: Enni Paul, Camilla Gåfvels
      Pages: 22–4 - 22–4
      Abstract: This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students
      PubDate: 2021-10-13
      DOI: 10.3384/njvet.2242-458X.2111322
      Issue No: Vol. 11, No. 3 (2021)
       
  • ”Det är klart de vet vad uppgivenhet betyder”: Kommunikation och
           språk i vård- och omsorgsutbildning på komvux

    • Authors: Sara Hultqvist, Katarina Hollertz
      Pages: 25 - 45
      Abstract: This article concerns the role of teachers as street level bureaucrats in Swedish vocational healthcare education for adult students. At the centre of the analysis are the challenges related to policy implementation when many of the students are second language speakers and language and communication play a role. Policy documents provide the analysis with a normative framework. Interviews with teachers give the analysis its standpoint. As a societal context, the field of elderly care suffers from labour shortages with difficulties recruiting trained staff. Policy stakeholders place high expectation on adult care education to both supply the labour market with trained staff, and to contribute to a smooth integration of migrants into society. As a matter of fact, half of the students in Swedish adult vocational healthcare education are migrants and the majority of those who complete the education get employment within elderly care. Thus, healthcare teachers are incremental to the implementation of policies. In their role as street level bureaucrats, they use different strategies to handle the press transferring sometimes contradictory policies into practice in the direct encounters with students. The results stress the importance of communication and language in healthcare education – and in elderly care practice.
      PubDate: 2021-06-18
      DOI: 10.3384/njvet.2242-458X.2111225
      Issue No: Vol. 11, No. 3 (2021)
       
  • How Student Characteristics Affect Economy Students’ Digital
           Competences: A latent profile study

    • Authors: Lydia Schulze Heuling, Steffen Wild
      Pages: 44 - 70
      Abstract: The use of information and communication technologies (ICT) profoundly impacts in- dustry and work. It therefore is important for vocational education and training to em- phasize on the development of digital competences. However, we still know very little about how these skills are distributed among students in vocational education and train- ing (VET) in general, and the so-called ‘cooperative study programmes’ (CSP) in parti- cular. CSPs combine vocational education components with university coursework lead- ing up to a journeymen certificate and an academic degree simultaneously. This study analyses the digital competences of first-year students in a business-focussed CSP at the Baden-Wuerttemberg Cooperative State University (DHBW) in Germany, using a Ger- man version (the D21-Index) of the European framework for digital competences (DigComp) to assess students’ competence levels. A latent profile analysis revealed four competence profiles (reserved digitised, reserved appreciative, constructive digitised, and reflective digitised). Interestingly, our subsequent analysis showed that none of the student characteristics we assessed turned out to be distinctive for any of the four pro- files. Considerations of relevant inset points for VET institutions nationally and interna- tionally to develop tailored support of digital competence development of their students are integrated in the conclusions.
      PubDate: 2021-01-26
      DOI: 10.3384/njvet.2242-458X.2111144
      Issue No: Vol. 11, No. 3 (2021)
       
  • Yrkesfaglærerens paradoks: Utdanne til fagarbeid eller videre
           studier'

    • Authors: Else Marie Johansen
      Pages: 46 - 67
      Abstract: This article refers to the vocational teachers’ reflections from experiences with students on the upper-secondary level health-care worker studies in Norway, who have a different purpose and basis for their education than to train as health-care workers. The study is based on six group interviews with 15 vocational teachers at health-care worker studies and draws attention to the experiences and assessments that the teacher makes in educating health-care students. Knowledge of motivation, self-efficacy, and community of practice form the theoretical foundation for the study. The results show that it is a complex group of students the teachers present in their reflections. Among other things, the teachers describe students who to a large extent do not know what they want with the education, as well as students who during the school year encounter practice and become insecure about their educational choices. The teachers therefore tend to facilitate a somewhat more general presentation of the subject, in order to embrace all the students’ different bases and goals of the education. At the same time, teachers clearly stated that they set clear academic requirements for the students and requirements for active participation, but if the academic focus is general and not specifically aimed for the health-care worker, it may strengthen the understanding that the profession is less important.
      PubDate: 2021-06-18
      DOI: 10.3384/njvet.2242-458X.2111246
      Issue No: Vol. 11, No. 3 (2021)
       
  • How schools contribute to keeping students on track: Narratives from
           vulnerable students in vocational education and training

    • Authors: Evi Schmid, Beate Jørstad, Gøril Stokke Nordlie
      Pages: 47 - 65
      Abstract: This article examines characteristics, practices and conditions within schools that enable vulnerable students to succeed in school. Research suggests that factors related to structure, educational organisation or the climate within schools may play a part in either pushing out or holding on to students whose personal characteristics may put them at risk of dropping out. The study is based on 25 qualitative interviews with students in the second year of vocational education and training. All the students had a low grade point average from lower secondary school, and the majority had an immigrant background from Africa or Asia. The analysis shows that practice-oriented learning from authentic work tasks provided meaningful connections between schoolwork and students’ career choices and opportunities to experience success and mastery. Furthermore, positive expectations and the active support of teachers as well as mutual motivation and support among classmates contributed to students’ sense of belonging at school. The study discusses the importance of schools supporting less school-oriented young people in connecting and identifying with school, both with the social environment and with the educational content and learning methods.
      PubDate: 2021-10-27
      DOI: 10.3384/njvet.2242-458X.2111347
      Issue No: Vol. 11, No. 3 (2021)
       
  • For a real job' Views on the teaching of competence in working life by
           students with Autism Spectrum Disorder (ASD)

    • Authors: Marika Mäkinen
      Pages: 66 - 87
      Abstract: In this study, twelve young students on the autism spectrum were interviewed on preparation for working life, employment guidance, the challenges and strengths of the autism spectrum, and suitable teaching methods. Interviews were supported by a structured and illustrated questionnaire. The data were analysed using key statistics. The results showed that, from the students’ perspective, the most important issues in preparation for work are familiarisation with different jobs, guidance in searching for a suitable job, evaluation of the suitability of the working environment, integration of occupational safety into work skills, and acquiring conversational skills in the workplace. The selection of a suitable working environment is clearly emphasised before transitioning to work. Acquiring and keeping a job require investing in social situations and skills in studying. The structuring should be flexible and adaptable according to situations and personal needs. Educationally, social interaction, social skills, and communication should form a coherent whole. The main goal for everyday life ought to be communicative and based on a structure for acquiring different skills. The results can be utilised in a vocational education and training (VET) context, because they support the importance of preparatory education as part of these studies. In addition, the results can also be used in on-the-job learning plans for VET.
      PubDate: 2021-12-09
      DOI: 10.3384/njvet.2242-458X.2111366
      Issue No: Vol. 11, No. 3 (2021)
       
  • Samarbeid og lærerprofesjonalitet

    • Authors: Stein Rafoss, Hilde Witsø
      Pages: 68 - 90
      Abstract: This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism' The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.
      PubDate: 2021-06-24
      DOI: 10.3384/njvet.2242-458X.2111268
      Issue No: Vol. 11, No. 3 (2021)
       
  • Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et
           innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en
           bedrift

    • Authors: Sylvi Thun, Linn Thøring, Lisbeth Øyum
      Pages: 71 - 96
      Abstract: The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.
      PubDate: 2021-04-26
      DOI: 10.3384/njvet.2242-458X.2111171
      Issue No: Vol. 11, No. 3 (2021)
       
  • ”Men nu fick man planera om och i den planeringen fick jag vara med!”
           Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen
           går över till distans

    • Authors: Martina Wyszynska Johansson, Ellinor Dyne, Susanne Gustavsson
      Pages: 88 - 110
      Abstract: The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.
      PubDate: 2021-12-09
      DOI: 10.3384/njvet.2242-458X.2111388
      Issue No: Vol. 11, No. 3 (2021)
       
  • Uddannelse til ældrepleje: Et scoping review af læring i dansk social-
           og sundhedsuddannelse

    • Authors: Britta Møller, Charlotte Wegener, Anne-Birgitte Rohwedder, Anja Overgaard Thomassen, René Dybdal
      Pages: 91 - 116
      Abstract: The purpose of this article is to initiate a Nordic exchange of research-based knowledge about elderly care education. The aim is to shed light on and discuss learning issues that the Nordic countries have in common. Changing ways of understanding and performing care work throughout the Nordic region create a need for new understandings of the roles of welfare professionals and of issues of their learning. In Denmark, elderly care education is anchored in social and health care programmes within the vocational education system. Targeted research has taken place in the field since 2006, but no attempt so far has been made to create a systematic overview of the existing research. This article presents the results of a scoping review of the research in social and health care education in the Danish context. The review includes 45 publications in which themes and types of learning actor are identified. The article concludes that there are relatively few studies that take a learning perspective on social and health care education programmes. The analysis shows a predominance of studies that examine the trainee as a learner, while few study teachers and care workers as learners or focus on organisational learning.
      PubDate: 2021-08-25
      DOI: 10.3384/njvet.2242-458X.2111291
      Issue No: Vol. 11, No. 3 (2021)
       
  • Nordic research on special needs education in upper secondary vocational
           education and training: A review

    • Authors: Camilla Björk-Åman, Robert Holmgren, Gerd Pettersson, Kristina Ström
      Pages: 97 - 123
      Abstract: The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018.  Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.
      PubDate: 2021-04-26
      DOI: 10.3384/njvet.2242-458X.2111197
      Issue No: Vol. 11, No. 3 (2021)
       
  • ”Du har skött dig bra”: Återkoppling inom arbetsplatsförlagt
           lärande utifrån yrkeselevers upplevda läroplan

    • Authors: Martina Wyszynska Johansson
      Pages: 99 - 121
      Abstract: The article examines upper secondary students’ experiences of assessment in workplace-based learning. The research question is how the students express their self-experienced progression through their participation in feedback in workplaces. In a focus group interview study, 70 students from the Child and Recreation Programme in 10 Swedish schools participated when they were halfway through their education. Four themes emerged as the students reconciled and bridged over the discontinuities between assessment in school and in workplace-based learning. These comprised making sense of 1) explicit and 2) inconspicuous feedback, 3) a suitability for the job, and 4) a vocational attitude that was childcare or customer-oriented. The students engaged in self-assessment directed at open-ended goals of personal self-discovery and in relation to people-cantered service occupations. In line with the findings, a more generous and encompassing or divergent view of assessment of vocational becoming in workplace-based learning is advocated.
      PubDate: 2021-01-20
      DOI: 10.3384/njvet.2242-458X.2010399
      Issue No: Vol. 11, No. 3 (2021)
       
  • Lærerrollen der blev væk: Opbygningen af et transformativt
           lærerideal

    • Authors: Tobias Kidde Skov
      Pages: 117 - 131
      Abstract: This article raises the question if the role of the vocational teachers needs another teacher’s ideal. The foundation of the article is a rising tendency to describe the teacher’s role by other means than being a teacher and making the role of the teacher a matter of bringing students safely and easily to a learning outcome, through a teaching task described as both a supervisor, facilitator, motivator, and consultant. The article commences by explaining the tendency to understand the vocational teacher by others means than a teacher. Through analysis of ideas from Gert Biesta, Hartmut Rosa and Andrea English, the article will point to a transformative teaching ideal as a way of understanding the role of the vocational teacher, and at the same time try to exemplify this teacher ideal through different types of vocational education. The article will conclude by arguing that a transformative understanding of the teacher’s role can be seen as a more embracing ideal as opposed to the current trend of constructivism, and at the same time as an ideal, that gives back the original teaching task to the teacher.
      PubDate: 2021-08-30
      DOI: 10.3384/njvet.2242-458X.21112117
      Issue No: Vol. 11, No. 3 (2021)
       
  • Yrkesbevis för godkänt yrkesprov i floristutbildning

    • Authors: Camilla Gåfvels
      Pages: 122 - 137
      Abstract: This article is about vocational knowing in a school context, focusing on teachers’ inter- action and assessment actions. The empirical data consist of audio-recorded episodes from the assessment of a professional certificate exam, describing how five teachers to- gether assess floral arrangements. The study examines the assessment of a bouquet, and contributes to a discussion about (i) the botanical material’s importance in the assess- ment, and (ii) changes in the assessment conversation’s organisation in the form of ne- gotiations; aiming to visualise the vocational knowing and ‘dual roles’ of the teachers. The analysis highlights how aesthetic abstractions form the content of the conversation, related actions, and what aspects of professional knowing that are expressed relationally between teachers in situ. Results from the study show that respect for the material is an important part of vocational floristry knowing.
      PubDate: 2021-02-17
      DOI: 10.3384/njvet.2242-458X.20103122
      Issue No: Vol. 11, No. 3 (2021)
       
  • Invandrarnas yrkesutbildning och sysselsättning i Finland

    • Authors: Johanna Lasonen, Marianne Teräs, Carine Cools
      Pages: 138– - 138–
      Abstract: In Finland, immigration has increased in recent decades. An equal quality of life and position for immigrants is a vocational and social challenge. In our article, we examine the challenges adult immigrants face in Finland regarding the recognition of professional qualifications, skills and employment and their children's access to education. As a result, we have two different points of view: adults in working life and young people in school transitions. The research materials were collected through interviews and surveys. The results suggest that adult immigrants usually have their skills recognised in the labour market only when the person obtains an overlapping or supplementary vocational training in Finland. Adolescents’ school transitions are tied to at least three types of factors: the young people themselves, issues related to the community, and services offered by society. The authorities reiterated the importance of language skills, the motivation, and community services, while the young people promoted the social community: the importance of friends and families. The results highlight the importance of cooperation between the authorities, homes and young people so that young people can receive support at special stages in their lives.
      PubDate: 2021-03-22
      DOI: 10.3384/njvet.2242-458X.20103138
      Issue No: Vol. 11, No. 3 (2021)
       
 
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