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Nordic Journal of Vocational Education and Training
Number of Followers: 4

This is an Open Access Journal

Open Access journal
ISSN (Online) 2242-458X
Published by Linköping University

[7 journals]

How does it feel' An exploration of teaching perceptive sensoriality
in hairdressing education
- Authors: Anna Öhman, Eva Klope
  Pages: 1 - 29
  Abstract: This study explores vocational didactics and embodied knowledge in hairdressing education by studying how perceptive sensoriality is used by teachers and students in creating shared understandings of vocational knowledge. Among multiple actions, touch is distinguished as a central resource in learning the vocation, as it emerges in interaction between teacher and student related to the ongoing teaching and its assignment. The data is based on video-recordings displaying how touch is used in manipulating objects and material, or in assessing qualities and defects. In such instances, touch becomes a diagnostic criterion (Goodwin, 1997) to investigate how the material worked with can be evaluated and handled. To bridge the gap between individual and collective vocational knowledge, metaphors are of use. The results show two approaches to the teaching of perceptive sensoriality. In order to learn the vocational subject content the teaching need to provide for and practice the individual’s embodied sense of touch as well as the vocation’s verbalised collective feel. This is the core of the didactical challenge.
  PubDate: 2024-06-14
  DOI: 10.3384/njvet.2242-458X.241421
  Issue No: Vol. 14, No. 2 (2024)
Editorial: Autumn 2023
- Authors: Per Andersson, Song-ee Ahn, Hedvig Skonhoft Johannesen, Johanna Köpsén, Arnt Louw
  Pages: iii– - iii–
  PubDate: 2024-03-01
  DOI: 10.3384/njvet.2242-458X.23132iii
  Issue No: Vol. 14, No. 1 (2024)
Effects of coaching on wellbeing, perception of inclusion, and
study-interest
- Authors: Suzette Kaper, Nina van Graafeiland, Bart Vogelaar
  Pages: 1 - 30
  Abstract: The current study aimed to investigate the influence of an evidence-based coaching intervention on students’ wellbeing, perception of inclusion and study-interest, among 93 first year social work students (aged 16–24) in the Netherlands. The coaching intervention that was implemented was based on the REGROW model. A pre-test-intervention-post-test design with two conditions was employed. The experimental condition (n = 47) received coaching from their mentor between pre-test and post-test, while the control condition (n = 46) received regular academic career counselling from their mentor. The results indicate that coaching has a positive effect on students’ emotional wellbeing, but not on psychological and social wellbeing, perception of inclusion and study-interest. In addition, it was found that students’ evaluation of the coaching trajectory is predictive of their emotional wellbeing, specifically in relation to relatedness and pressure. In vocational education, coaching seems to be a valuable addition to academic career counselling. A structured practical coach model, such as the REGROW model, potentially combined with a coach card, could help implementing coaching in vocational education.
  PubDate: 2024-02-24
  DOI: 10.3384/njvet.2242-458X.241411
  Issue No: Vol. 14, No. 1 (2024)
Praktisk yrkesopplæring på nett: En case-studie av yrkesfaglæreres
undervisningspraksis under covid-19-pandemien
- Authors: Frode Torgeir Andersson, Marit Lensjø, John Eivind Storvik
  Pages: 31 - 52
  Abstract: The purpose of this article is to develop knowledge about the experiences of technical vocational education and training teachers in Norway during the covid-19 school closures in the spring and autumn of 2020. Data has been obtained through an electronic questionnaire with open, text-based answers. 18 vocational teachers participated in the survey, which shows that the closure had major consequences for vocational students in the technological education programs. The home school’s narrow framework conditions made it difficult to replace the school’s practical workshop and hands-on training. The study shows that the closure has triggered major differences in how vocational training was carried out. While some students only participated in digital home school, other students were able to have more practice in firms and enterprises than in ordinary school life. Excluded from school, training firms, and leisure activities, many students felt lonely and passive and some were eventually in danger of dropping out of school. The study shows that the vocational teachers took extensive responsibility and worked hard to find relevant and practical tasks for their students in the crisis that arose. One-to-one conversations between teacher and student as well as a close school-home collaboration became decisive for the students' experience of social and professional belonging.
  PubDate: 2024-03-01
  DOI: 10.3384/njvet.2242-458X.2414131
  Issue No: Vol. 14, No. 1 (2024)
A holistic student-centred guidance framework supports Finnish vocational
education and training students in building competence identity
- Authors: Anu Raudasoja, Soili Rinne, Sanna Heino
  Pages: 53 - 78
  Abstract: This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.
  PubDate: 2024-03-21
  DOI: 10.3384/njvet.2242-458X.2414153
  Issue No: Vol. 14, No. 1 (2024)
The vocational teacher, an inventor in special needs education: A study on
Swedish vocational programmes
- Authors: Robert Holmgren, Gerd Pettersson
  Pages: 100 - 123
  Abstract: Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.
  PubDate: 2024-01-15
  DOI: 10.3384/njvet.2242-458X.23132100
  Issue No: Vol. 13, No. 2 (2024)

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