02 SES 02 B, VET Teachers Initial Education and Training
This presentation is an account of a collaborative action research project undertaken between ourselves as vocational teacher educators, practice teachers (vocational teachers in schools mentoring student teachers), instructors in apprenticeship firms, and students at our Bachelors programme in vocational teacher education in Design and Crafts. The project is one of several that make up the “Recarol project”, a research project based at our University College that aims to strengthen collaboration between vocational teacher education, vocational schools and apprenticeship firms. We are in all projets working to find essential principles of vocationally relevant curriculum in VET and in vocational teacher education (KD 2006, Meld st. 20 2013, NoU 2008, Elliot 1998).
The aim of the project is to develop vocationally and professionally relevant curriculum in vocational teacher education in Norway in cooperation with the practice field.
Research questions: What are essential principles and content of vocationally relevant curriculum in the program of Design and Crafts?
What kind of knowledge and skills are essential for becoming a good vocational teacher in this program, and how should these be taught?
There is a lack of knowledge about these issues, and research on the field shows there is a need to develop relevant and meaningful educational practices in VET and in vocational teacher education (Dahlback et.al 2011, Dahl et.al 2012, Hiim 2013, Landro et.al 2010).
Norwegian VET at high school level is organized in a two plus two model, with two years at school followed by two years of apprenticeship. Design and Crafts is one of nine vocational programs. Vocational teacer education at bachelor level (three years) is based on a formal certificate as a skilled worker plus two years of vocational practice. It is organized in programs corresponding to the programs in VET, and the curriculum consists of vocational pedagogy \ didactics and school practice, plus vocational theory and practice in vocational firms aimed at deepening student teachers’ insigt in the range of vocations in the program.
The curriculum in our teacher education in Design and Crafts adopts a pragmatic, work-based and competence-based learning perspective (Dewey 1916; Schön 1987, Dreyfus & Dreyfus 1986). This perspective is characterised by its focus on direct relevance to the practice setting, the profession and the development of deeper understandings of practice. This means that the programme plans, and form of teaching are based on real-life understandings of practice rather than on de-contextualised abstract theories (Kolb 2012, Illeris 2012, Negt 2012, Hiim 2013).
A main issue is that student teachers often experience teaching in practice schools as less personally and vocationally relevant than what they learn that it could and should be at the University College. This implies that there is a lack of coherence between what is taught and practiced at the vocational teacher education institution and at the practice school.
A central question for us is therefore what kind of knowledge and skills are essential for becoming a good vocational teacher and how these should be taught (Dahlback et.al 2011, Brandt and Haltevik 2003, Dahl et.al. 2012, Illeris 2012). We want to challenge all stakeholders in the program Design and Crafts - our student teachers, practice teachers, vocational instructors and ourselves as teacher educators on this question. We want to raise our awareness of the importance of these issues. The core of our project is to organize collective reflective processes between the stakeholders, aimed at finding ways of further improving our own practices.
Brandt, S.S. and Haltevik, I. K. R. (2003). Skreddersydd yrkesfaglærerutdanning? En undersøkelse av den treårige yrkesfaglærerutdanningen. NIFU skriftserie 38/2003. Oslo: Norsk institutt for studier av forskning og utdanning. Dahl, T., Bruland, S, Morland, S. and Aaslid, B.E. (2012). På de samme stier som før – Kunnskapsløftet i fag- og yrkesopplæringen. Trondheim: SINTEF. Dahlback, J., K. Hansen, G.H. Sund and A.L. Sylte (2011). Yrkesdidaktisk kunnskapsutvikling og implementering av nye læreplaner (KIP) - Veien til yrkesrelevant opplæring fra første dag i Vg1. Rapporter og utredninger, Skriftserien. Høgskolen i Akershus. Dewey; (1916). Democracy and Education. New York: Mc Millian Dreyfus, H. and S. Dreyfus (1986). Mind over Machine. The Power of Human Intuition and Expertice in the Era of the Computer. New York. Free press. Elliot, J. (1998). The Curriculum Experiment. Meeting the Challenge of Social Change. Buckingham. Open University Press. Hiim, H. (2009). Lærerens yrkeskunnskap og læreren som forsker. En strategi for å forske i læreryrket. Avhandling for doktorgraden. Høgskolen i Akershus. Hiim, H. (2010). Pedagogisk aksjonsforskning. Tilnærminger, eksempler og kunnskapsfilosofisk grunnlag. Oslo. Gyldendal Akademisk. Hiim, H. (2013). Praksisbasert yrkesutdanning. Hvordan utvikle relevant yrkesutdanning for elever og arbeidsliv? Oslo. Gyldendal Akademisk. Illeris (2012). Læring. Oslo, Gyldendal Akademisk Illeris (2012). Kompetens – vad, varför og hur. Studentlitteratur AB Kolb, D. A. (2012) Erfaringslæring – processen og det strukturelle grundlag. In K. Illeris (Ed.), Fredriksberg: Samfundslitteratur Kunnskapsdepartementet (KD) (2006). Læreplanverket Kunnskapsløftet (LK -06). Oslo: Kunnskapsdepartementet Kvale, S (2001). Det kvalitative forskningsintervju. 2. utg. Oslo. Gyldendal Akademisk. Landro, J. and Støen Utvær, B.K. (2010). Framtidig avgang og nåværende kvalifiseringsbehov blant yrkesfaglærere i Sør-Trøndelag. NTNU: Program for lærerutdanning. McNiff, J. (2002). Action Research. Principles and Practice. London. Routledge Falmer. Meld. St. 20 2012-2013 (2013). På rett vei. Kvalitet og mangfold i fellesskolen. Oslo: Kunnskapsdepartementet. Negt, O. (2012) Sociologisk fantasi og eksemplarisk indlæring. In K. Illeris (Ed.), Fredriksberg: Nielsen, K. A. & Svensson, L. (2006) Action and interactive research: beyond practice and theory. Maastricht: Shaker. NOU 2008:18 (2008). Fagopplæring for framtida. Oslo: Departementenes Servicesenter, informasjonsforvaltning. Schön, D. (1987). Educating the reflective practitioner. New York. Basic Books. Schwencke, E. (2006) Free space in action research and in project oriented traineeship. In K. A. Nielsen & L. Svensson (Eds.), Action and interactive research: beyond practice and theory: Shaker Publishing.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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