Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring
In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is...
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| Format: | Article |
| Language: | Danish |
| Published: |
Linköping University Electronic Press
2022-04-01
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| Series: | Nordic Journal of Vocational Education and Training |
| Subjects: | |
| Online Access: | https://njvet.ep.liu.se/article/view/3904 |
| _version_ | 1818479446460465152 |
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| author | Rønnaug H. Lyckander |
| author_facet | Rønnaug H. Lyckander |
| author_sort | Rønnaug H. Lyckander |
| collection | DOAJ |
| description |
In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
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| first_indexed | 2024-12-10T11:10:41Z |
| format | Article |
| id | doaj.art-4a7f91963c05457389907566b6c6e567 |
| institution | Directory Open Access Journal |
| issn | 2242-458X |
| language | Danish |
| last_indexed | 2024-12-10T11:10:41Z |
| publishDate | 2022-04-01 |
| publisher | Linköping University Electronic Press |
| record_format | Article |
| series | Nordic Journal of Vocational Education and Training |
| spelling | doaj.art-4a7f91963c05457389907566b6c6e5672022-12-22T01:51:25ZdanLinköping University Electronic PressNordic Journal of Vocational Education and Training2242-458X2022-04-0112210.3384/njvet.2242-458X.2212224Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæringRønnaug H. Lyckander0OsloMet - Storbyuniversitetet, Norway In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET. https://njvet.ep.liu.se/article/view/3904vocational teacher educationvocational teachersdifferentiated teachingcompetencesurvey study |
| spellingShingle | Rønnaug H. Lyckander Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring Nordic Journal of Vocational Education and Training vocational teacher education vocational teachers differentiated teaching competence survey study |
| title | Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring |
| title_full | Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring |
| title_fullStr | Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring |
| title_full_unstemmed | Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring |
| title_short | Å tilrettelegge for elevenes yrkesinteresser: En surveystudie av yrkesfaglærernes kompetanse i yrkesdifferensiert opplæring |
| title_sort | a tilrettelegge for elevenes yrkesinteresser en surveystudie av yrkesfaglaerernes kompetanse i yrkesdifferensiert opplaering |
| topic | vocational teacher education vocational teachers differentiated teaching competence survey study |
| url | https://njvet.ep.liu.se/article/view/3904 |
| work_keys_str_mv | AT rønnaughlyckander atilretteleggeforelevenesyrkesinteresserensurveystudieavyrkesfaglærerneskompetanseiyrkesdifferensiertopplæring |