The Quality and Status of School-Based Norwegian VET

Hiim, Hilde

doi:10.1007/978-3-030-96237-1_10

Cited by 1 publication

(2 citation statements)

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“…The core of vocational teachers' professional teaching work is about finding methods for teaching, and didactics serves as a framework to help the teacher to reflect on their vocational teaching and to identify tasks that help the vocational students in their knowledge development (Fejes et al, 2017;Hiim, 2015). Vocational teachers' careful teaching planning is considered central in the vocational didactic field (Hiim & Hippe, 2001;Klope & Gåfvels, 2022).…”

Section: The Concept Of Vocational Didacticsmentioning

confidence: 99%

“…Vocational didactics is described as practical-theoretical planning, implementation, evaluation of vocationally specified education, teaching and learning in school and working life (Hiim, 2013(Hiim, , 2015Hiim & Hippe, 2001) and it is defined as a process that takes place in an interaction between practical teaching work, reflection and theory development within the profession SJVD Vol 9, No 1 2024 (Henning Loeb et al, 2019;Kontio & Lundmark, 2021;Paul, 2017). Vocational didactics focuses on teaching and learning a profession (Asghari, 2014;Hiim, 2020;Pahl, 2014), and can be seen as a process that takes place in an interaction between practical teaching work, reflection on teaching and theory development, and concept explanation over teaching (Andersson & Köpsén, 2014;Tyson, 2016).…”

Section: The Concept Of Vocational Didacticsmentioning

confidence: 99%

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Vocational didactics based on industrial teachers’ stories

Asghari

2024

SJVD

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Based on industrial teachers’ narrated experiences of teaching and meeting students at Swedish vocational high schools, this study will provide a definition of the concept of vocational didactics. The study is based on two central pillars: 1) the concept of vocational didactics and 2) narrative research. The concept of vocational didactics is elaborated on the basis of previous research, and stories are further described as the theoretical and methodological starting points. The results show that ten themes about vocational didactics (vocational teaching and vocational learning) emerge from the industrial teachers’ stories. The common denominator in the themes is the concept of occupation, which is related to employability as an industrial worker. The vocational didactics and its constituent themes, which are context-bound and change as a result of technological development and societal changes, are processed and discussed in relation to the workshop environment (master-apprentice tradition) and school environment. The conclusion is that vocational didactics comprises teaching and learning professional skills and enabling students to become professional practitioners in a profession and a labour market that change continuously in step with technological development and social change.

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Section: The Concept Of Vocational Didacticsmentioning

confidence: 99%