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Re-Contextualizing vocational didactics in Norwegian vocational education and training
Autor
OriginalveröffentlichungInternational journal for research in vocational education and training 2 (2015) 3, S. 182-194 ZDB
Dokument  (397 KB)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2197-8646; 21978646
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics. (DIPF/Orig.)
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Eintrag erfolgte am15.01.2016
QuellenangabeNore, Hæge: Re-Contextualizing vocational didactics in Norwegian vocational education and training - In: International journal for research in vocational education and training 2 (2015) 3, S. 182-194 - URN: urn:nbn:de:0111-pedocs-115585 - DOI: 10.25656/01:11558
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