Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/142450
Authors: 
Nore, Hæge
Year of Publication: 
2015
Citation: 
[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 2 [Issue:] 3 (Special Issue) [Pages:] 182-194
Abstract: 
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 designinglearning 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 apprenticeshiptraining offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
Subjects: 
Vocational Didactics
Hybrid Learning
Re-Contextualization
Boundary Crossing
Teachers and Trainers
Vocational Education and Training
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/4.0
Document Type: 
Article

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