The programme is important, as vocational education is increasingly prioritized as a growth area for the future, integrating practical skills with academic knowledge. Initially we provide a historical overview on the preparation and the establishment of VTE at NTNU in Trondheim. This is followed by a presentation of the content and organization of the bachelor programme of today. After that, the results of a review of student dropout is discussed and we go on with describing some changes that have been made, as a part of the programme's quality development. The article concludes by describing how we intend to continue the work of recruiting students, strengthening cooperation between universities, schools and working life, and becoming involved in internationalization projects across Europe, through strategic partnerships and student mobility. Finally, we describe how we work to reach the goal to become a robust and full-fledged research environment.

This article focuses on further education of teachers and the importance of the relationship between further education and the visions and development strategies of schools. The study shows that if further education is to contribute to change and development in schools beyond what individual teachers learn, the school has to be organized as a learning community. This means that the school must have a vision. This in turn demands that schools are led in a manner that allocates arenas and room for communication where visions and targets can be formulated and understood through common dialogue.

This study examines experiences of vocational teacher students in practice at work places. The aim is to develop and ensure that the practice is in accordance with the purpose of the Vocational Teacher Education programme in terms of relevance, coherence and supervision. The analysis is based on open and closed responses to an annual student survey during a period of ten years. The study shows that vocational practice at work is of great importance for learning about different professions and work functions in the students’ study programme. Vocational practice at work is found to be helpful in the process of making teaching more practical, linking theory and practice together in a better manner, guiding students in their choice of career and network building. The study also demonstrates that there is a stronger link between students’ satisfaction with vocational practice, relevance and guidance in their third year of study, than was the case in their first year. There appears to be a development from the first to third year of study where students go from experiencing the study more fragmented, to viewing the whole of the study and its purpose more clearly. Experience of relevance, along with good supervision, largely explains how satisfied the students are with the vocational practice.

Less Used marine Resources-a LUR trip to the shoreline Establishing three-year vocational teacher training in 1999 introduced the concept of coherence as one of four basic principles. The term expresses a close link between the different academic areas of the study. When evaluating vocational teacher study in 2003 the Nordic Institute for Studies in Innovation, Research and Education (NIFU) summed up that students experienced the integration of didactics in vocational theory subjects and vocational theory in teaching practice as deficient. Totality and correlation proved to be difficult to achieve in practice. Methods used in this study are electronic survey and student logs. This article gives an example of how NTNU and HiST through bachelor thesis has combined vocational theory (breadth and depth) with professional discipline (education and vocational education) and practice for students in the program Restaurant and Food Processing (RM). The main objective of the structure of the bachelor thesis is to ensure totality and correlation and give students the opportunity to plan, implement and evaluate teaching.

Hensikten med studien er å utvikle ny kunnskap om og forståelse for yrkesfaglærere som tar videreutdanning. Artikkelen presenterer hvordan yrkesfaglærerne opplever at forsknings- og utviklingskompetanse som de opparbeider seg gjennom videreutdanningen bidrar til utvikling av skolens profesjonelle læringsfellesskap og skolen som en lærende organisasjon. Forskning gir god dokumentasjon av hvilke faktorer som fremmer utvikling av profesjonelle læringsfellesskap. Studien undersøker om videreutdanningsstudentene erfarer at disse faktorene er tilstede, slik at de kan involveres i og får bidra til utvikling av skolens profesjonelle læringsfellesskap. Våre erfaringer tilsier at det ikke er en selvfølge at deltakerne på videreutdanning deler sine erfaringer med kollegaer og ledelse på skolene de representerte. Dette er tilfelle til tross for at deling er en viktig forutsetning for å utvikle profesjonelle læringsfellesskap i skolen. Studien belyser også spørsmålet om hvilke samarbeidsrelasjoner studentene etablerer gjennom FoU-arbeid og hvordan dette bidrar til kompetanseutvikling i læringsfellesskapet. Artikkelen gir innsikt i hvilken støtte og forankring utviklingsprosjekter får i kollegiet og i skolens ledelse. Studien tar utgangspunkt i videreutdanninger i Yrkesfaglærerløftet, og datagrunnlaget omfatter fire fokusgruppeintervju med yrkesfaglærere. I intervjuene spør vi om hvilke erfaringer de har med FoU ved egen skole, og hvordan de samarbeider og deler ny kompetanse og kunnskap med ledelsen, kollegaer og andre samarbeidspartnere. Funnene viser et stort samsvar mellom studentenes erfaringer i hvilke faktorer som er viktige for å utvikle profesjonelle læringsfellesskap. I tillegg ser vi et stort samsvar med de faktorene som forskning og litteratur legger vekt på fremmer utvikling av profesjonelle læringsfellesskap og skoleutvikling. I artikkelen diskuterer vi hvordan funnene i vår studie er koblet til funn i tidligere studier.