PropertyValue
?:about
?: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 re-contextualization 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. (xsd:string)
?:contributor
?:dateModified
  • 2015 (xsd:gyear)
?:datePublished
  • 2015 (xsd:gyear)
?:doi
  • 10.13152/IJRVET.2.3.4 ()
?:duplicate
?:hasFulltext
  • true (xsd:boolean)
is ?:hasPart of
?:inLanguage
  • en (xsd:string)
?:isPartOf
?:issn
  • 2197-8646 ()
?:issueNumber
  • 3 (xsd:string)
?:linksDOI
is ?:mainEntity of
?:name
  • Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training (xsd:string)
?:provider
?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
?:sourceInfo
  • GESIS-SSOAR (xsd:string)
  • In: International journal for research in vocational education and training, 2, 2015, 3, 182-194 (xsd:string)
rdf:type
?:url
?:volumeNumber
  • 2 (xsd:string)