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dc.contributor.authorJohannesen, Hedvig Skonhoft
dc.contributor.authorKverneggen, Kari-Anne Helleberg
dc.contributor.authorØgård, Monika
dc.date.accessioned2022-06-20T06:52:28Z
dc.date.available2022-06-20T06:52:28Z
dc.date.created2022-04-22T10:02:45Z
dc.date.issued2022
dc.identifier.citationJohannesen, H. S., Kverneggen, K.- A. H. & Øgård, M. (2022). Læring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis?. Nordic Journal of Vocational Education and Training, 12 (1), 51-75.en_US
dc.identifier.issn2242-458X
dc.identifier.urihttps://hdl.handle.net/11250/2999449
dc.description.abstractA 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.en_US
dc.language.isonoben_US
dc.publisherLinköping University Electronic Pressen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleLæring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis?en_US
dc.title.alternativeLæring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber51-75en_US
dc.source.volume12en_US
dc.source.journalNordic Journal of Vocational Education and Trainingen_US
dc.source.issue1en_US
dc.identifier.doi10.3384/njvet.2242-458X.2212151
dc.identifier.cristin2018326
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal