Session Information
02 SES 06 A, Digital Support For Learning: Perspectives For VET And Adult Learners
Parallel Paper Session
Contribution
In this article we are focusing on students who have a vocational background and want to become teachers in their field. The University of Nordland has for many years offered the Education for Vocational Teachers (in Norwegian: Praktisk pedagogisk utdanning, PPU). Previously the study was based on part times studies, but for more than three years ago it was converted into a web-and practice-based education. The program is 60 ECTS taught over two years, and students come from all over the country.
The study is divided into two areas, 30 ECTS Pedagogy and 30 ECTS Vocational Didactics. Within the course pedagogy, students work digitally with various monthly tasks. We want to facilitate learning through reflection on both the students own learning and the professional development. Working methods vary between written assignments, online tests, video conferences, Internet forums (Fronter) and more. This article will focus on a new entrepreneurial way of working (Snoen & Waale, 2011), and the use of storytelling as a tool in an academic context. From our experience with this pedagogical concept, we have formulated the following research question:
How can digital storytelling as a tool for reflection develop professional competence for students with a vocational background?
One of the assignments in the study includes the following text:
Choose a profession – as a teacher or another job you have had earlier. Describe the socialization to the profession and your practicing of it. Use terminology from lectures and the literature on socialization, identity and professional identity in your presentation.
In this assignment, students will familiarize themselves with the theme of professional socialization and identity. In addition to their own experinces the student will use numerous online lectures and literature as a resorce.
The key concepts in our theory in this article, is professional development and competence. Students will reflect the connection between the educational concepts and practical teaching (Ødegaard, 2003). This reflection process involves, according to Illeris (2000), processing old and developing new ways of comprehension.
Method
Expected Outcomes
References
Goffman, E. (1974). Vårt rollespill til daglig. Oslo: Dreyers forlag. Goodson, I. (2000). Livshistorier – kilde til forståelse av utdanning. Bergen: Fagbokforlaget. Karlsaune, G. E. G. & Engen, D. A.Aa. (2008). Introduksjon videografi. I Sosiologi i dag, årgang 38, Nr. 2/2008, 5-7. Knoblauch, H. (2008). Videografi: Å tolke samhandling i kontekst. I Sosiologi i dag, årgang 38, Nr.2/2008, 7-24. Kvale, S. (2001). Det kvalitative forskningsintervju. Oslo: Ad Notam Gyldendal. Snoen, E. & M.-B. Waale (2011). Bildefortelling som entreprenøriell arbeidsform på nett- og praksisbasert PPU. I Fou i praksis 2011, konferansebok. Under publisering. Ødegård, I. K. (2003). Læreprosesser i pedagogisk entreprenørskap. Å lære i dilemma og kaos. Kristiansand Kristiansand: Høgskoleforlaget.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.