OsloMet Periodika
Not a member yet
2463 research outputs found
Sort by
Redaksjonen utvider
Get PDFScandinavian Journal of Vocations in Development (SJVD) was established out of a need for more scientific publication channels focusing on research in the field of VET in Scandinavia. The first edition, published in August 2016, mainly focused on the research being conducted by the research community in the Department of Vocational Teacher Education at OsloMet, then HiOA. From this starting point the editorial group has developed and expanded and today includes several other professional research communities and environments.
Nina Aakernes from the Department of Vocational Teacher Education at OsloMet has contributed to the editorial group since 2020 and as editor from January 2022. Britt Karin Utvær from the Department of Teacher Education at NTNU joined the editorial group in 2021. From January 2022, we have two more new editorial members, Julie Leonardsen, also from the Department of Teacher Education at NTNU, and Jan Bisgaard from Københavns Professionshøjskole, Nationalt Center for Erhvervspædagogik. In addition, Cecilie Meltzer, formerly employed at the Department of Vocational Teacher Education at OsloMet, has been a member of the editorial group since 2020. She will continue in the editorial group to ensure continuity. We would also like to thank Ellen Beate Hellne-Halvorsen for her i work as editor over several years. Ellen Beate resigned at the turn of the year.
The journal is published on an open-access platform operated by the University Library at OsloMet. The editorial work is currently conducted voluntarily without financial support. Based on the number of manuscripts we receive, we see that SJVD is an essential contribution to the variety of scientific journals. We publish articles written in both English and Scandinavian languages. By publishing in English, the authors can choose to contribute to an international scholarly debate. Furthermore, publication in the native tongue is important in further developing national professional terminology and in facilitating use of articles in, for example, vocational teacher education. The editors want the journal to be able contribute in all these areas.
We would like to thank the peer-reviewers who do an invaluable job in contributing to the scientific quality of the published articles. We, therefore, encourage authors to contribute to the research community by also taking on peer review assignments. Unfortunately, as we do not have any form of financing, we cannot offer help with copy editing or references format.. Therefore, the authors must ensure that the manuscripts are copy edited and that the references are in accordance with APA 7.
2020 was a turbulent year for SJVD, with a withdrawal in funding from the Faculty of Teacher Education and International Studies at OsloMet, a threat of closure and a halt in the intake of articles. These circumstances affected the 2021 edition, with only six articles being published. With the strengthening of the editorial group and increased interest in the journal from various vocational and professional research communities, we look forward to 2022 and further developing the journal. The articles in the 2022 edition will be published continuously as they become available.Skandinavisk tidsskrift for yrker og profesjoner i utvikling (SJVD) ble startet ut fra et behov for flere vitenskapelige publiseringskanaler med fokus på det yrkespedagogiske og profesjonsfaglige feltet i Skandinavia. Den første utgaven, publisert i august 2016, tok utgangspunkt i forskningsmiljøet på Institutt for yrkesfaglærerutdanning på OsloMet, den gang HiOA. Fra å være en redaksjon med utgangspunkt i dette miljøet, er redaksjonen utvidet og omfatter i dag flere forskningsmiljøer.
Nina Aakernes fra Institutt for yrkesfaglærerutdanning ved OsloMet har bidratt i redaksjonen fra 2020, og har vært redaktør siden årsskiftet. Britt Karin Utvær fra Institutt for lærerutdanning ved NTNU sluttet seg til redaksjonen i 2021. Fra januar 2022 har vi fått ytterligere to nye redaksjonsmedlemmer, Julie Leonardsen, også fra Institutt for lærerutdanning ved NTNU og Jan Bisgaard fra Københavns Professionshøjskole, Nationalt Center for Erhvervspædagogik. Cecilie Meltzer, tidligere ansatt ved Institutt for yrkesfaglærerutdanning ved OsloMet, har vært redaksjonsmedlem siden 2020. Hun fortsetter i redaksjonen for å bidra til kontinuitet. Vi vil samtidig takke Ellen Beate Hellne-Halvorsen for flere års arbeid som redaktør. Hun fratrådde ved årsskiftet.
Tidsskriftet publiseres på en open acess plattform som driftes av Universitetsbiblioteket ved OsloMet. Det redaksjonelle arbeidet drives i dag på dugnadsbasis uten økonomisk støtte.
Ut fra mengden manus vi får vi tilsendt, ser vi at SJVD er et viktig tilskudd til floraen av vitenskapelige tidsskrift. Vi er åpne for å publisere artikler skrevet både på engelsk og på skandinaviske språk. Ved å publisere på engelsk, kan forfatterne velge å bidra i en internasjonal faglig debatt. Publisering på morsmålet er viktig for å videreutvikle det nasjonale fagspråket og kan lette bruken av artikler i for eksempel yrkesfaglærerutdanningene. Redaksjonen ønsker at tidsskriftet kan bidra på alle disse områdene.
Vi vil rette en stor takk til fagfellene som gjør en uvurderlig jobb ved å bidra til den vitenskapelige kvaliteten på de publiserte artiklene. Vi oppfordrer derfor forfatterne til å bidra til dugnaden ved også å påta seg fagfelleoppdrag. I og med at vi ikke har noen form for finansiering, har vi heller ikke et apparat som tar seg av språkvask og justering av referanser. Det er derfor viktig at forfatterne sørger for språkvask av manus og at referansene er i samsvar med APA 7.
2020 var et turbulent år for SJVD, med stopp av finansiering fra Fakultet fra lærerutdanning og internasjonale studier ved OsloMet, trussel om nedleggelse, og stopp i inntak av artikler. 2021-årgangen var preget av dette, med kun seks publiserte artikler. Med styrking av redaksjonen og økt interesse for tidsskriftet fra ulike yrkesfaglige og profesjonsfaglige miljøer, ser vi 2022 og videre drift av tidsskriftet lyst i møte. Artiklene i 2022-årgangen vil bli utgitt fortløpende etter hvert som de blir klare
Teachers’ pedagogical tact in craft-art learning situations : Pathic perceiving, acting and interacting
Get PDFThe goal of this research is to explore how teachers’ pedagogical tact occurs in craft-art learning situations, in the context of Finnish Basic Education in the Arts, by using the grounded theory (GT) method. The theoretical concepts—the term pathic, pedagogical tact and self-determination theory (SDT) and the key concepts autonomy, competence and relatedness—have been chosen based on how they supported the data analysis. The data consisted of five stimulated recall interviews with teachers. The GT analysis revealed that teachers’ pedagogical tact manifested itself in pathic perceiving, acting and interacting. The teachers supported students’ autonomy, relatedness and competence in craft-art learning by creating an open atmosphere and caring relationships with the students to support their sense of ownership and personal resources. The results provide conceptual understanding of craft-art pedagogy
Administration Staff’s Descriptions of Inclusion in Finnish Vocational Education and Training
Get PDFInclusion is understood in various ways in research, in documents guiding educational practices, and in stakeholders’ speeches. This study contributes to the European discussion on the ambiguity of inclusion by investigating the descriptions of Finnish vocational education and training (VET) administration personnel both at the national and vocational institution levels. It gives light on the interconnections between participants’ and Finnish and EU-level interpretations of inclusion in VET. We ask how the representatives of national educational administration and vocational institutions’ administration describe inclusion. The data was collected in the spring of 2021 by interviewing representatives (N=18) of national educational administration and vocational institution administration. We used Qvortrup and Qvortrup’s (2018) definition of inclusion as our theoretical lens. The participants’ descriptions of inclusion were constructed by portraying the significance of students’ equity, equality, participation, accessibility, special support and belonging in the VET community at the numeric level but they lack consideration of students’ activity in those communities and students’ own experiences. The participants did not address the relevance of different social arenas of inclusion or exclusion in their descriptions, but they described VET colleges as one social system. Moreover, the participants did not reflect on the degree of being included or excluded. Their perspectives were constructed through the Finnish VET context, and they created a strong promise of education, which would provide equal opportunities for all to study and acquire competence according to the qualification requirements in VET. Their approaches were based rather on the identification of special needs students and their needs than on considerations for social cohesion, active citizenship and lifelong learning. This fostered the invitation for the Finnish Ministry of Education and Culture and the National Board of Education to define inclusion more precisely in VET so that the education providers would have an explicit framework and goals to advance inclusion in practice
Agency is an illusion: Barriers to participation in teacher education and schools
Get PDFThis article investigates student teachers’ perceptions and experiences in teacher education regarding codetermination and participation as a part of education for democracy and citizenship, along with how they visualize their future teaching in this interdisciplinary theme as teachers in schools. The data material includes 16 extensive interviews with six student teachers in their final year of teacher education in Norway. The results demonstrate a discrepancy between their perceptions and praxis concerning participation. First, the student teachers in their last year of teacher education felt the ability to participate in and through their education was present, but they chose not to take advantage of this possibility. They underlined the importance of participation and agency in education for democracy but did not seem to assign the same importance to their involvement in education. Second, when visualizing how to teach democracy and citizenship in schools, they suggested facilitating pupils’ self-determination in situations where the pupils’ decisions and participation do not change or impact anything. In so doing, they described participation and agency as an illusion; something that is important, necessary, and valuable but with no practical implications. The student teachers seemed to transfer this same illusion of pupils’ agency and participation in their planned teaching in the future
Backs and Fronts: Stitching Thread and Thought Through Manning, Methodology, and Art
Get PDFThis paper started with a messy embroidery back and a question: What happens when we play with/in mess, attending to how front/back, process/product, art/research, are counterparts in the event? To answer, we passed embroidery and writing techniques through each other, exploring what becomes possible when you think and make relationally, that is, between. Here, we stitch together Erin Manning’s theorization of the event with our experience. As we attuned ourselves to how thinking back-and-front together mattered, we found that our artful inquiry required us to rethink both what we thought and how we thought. Thus, we found that a methodology of front and back was made in this event, as a result of passing between. Finally, we invite readers to experiment with crafting their own methodologies of the between by flipping over their research as the embroidery hoop, and thereby opening the inquiry to its more-than
A Pedagogy of Suspensions: Infrathin Variations between London and Manchester
Get PDFThis paper takes as its catalyst a series of live art events that took place between London and Manchester in 2019. Thinking in conversation with Erin Manning’s propositions for “minor movements” and the Duchampian “infrathin”, we explore the potential for live art to temporarily suspend the thresholds of perceptibility and permissibility in the public realm. We argue that artful techniques of improvisation carry the potential to suspend capitalistic orderings of time by temporarily confounding the perceived barriers between art and life. Drawing together anarchival traces of improvised movement, sound, image, and thought, the paper is composed of vignettes that sketch the infrathin variations of a “pedagogy of suspensions” as elaborated through live art events in a public park, a moving train, a university gymnasium, and an anechoic sound chamber
Dybdelæring i et yrkesfaglig perspektiv
Get PDFIn-depth learning is a key concept in the new overarching part of the curriculum in The Subject Renewal 2020. The purpose of this article is to highlight what in-depth learning can be in vocational upper secondary education, especially in the broad vg1 programs and how in-depth learning is taken care of in the new vg1 curricula.
This study sheds light on the following issue: What can in-depth learning be for vocational education in vg1? The issue is explored through the following research questions: a) How is in-depth learning taken care of in the vg1-curricula? and b) How can in-depth learning be understood in a vocational context at vg1?
This study examines in-depth learning as a concept, related to learning theories about the need for mastery, development of motivation, participation, critical thinking and vocational didactics. The study includes a document analysis of intention and management documents in The Subject Renewal. The study also includes a qualitative survey among members of the curriculum groups for vg1, to map their understanding of the concept in-depth learning.
Our analysis shows that the curricula at vg1 provide different guidelines for in-depth learning. The lack of common national guidelines for in-dept learning in the new curricula, places a great responsibility on the vocational teachers, for interpretation of the term, and for ensuring in-depth learning for first-year students in vocational education and training.
The concept In-depth learning is, by national authorities, barely concretized in vocational contexts. Neither research nor policy discusses challenges related to in-depth learning in vocational education programs in upper secondary education. This article is therefore a theoretical contribution to discussions concerning how in-depth learning can be understood and taken care of during the first year of Norwegian vocational education and training (vg1), seen in the light of other key guidelines in The Subject renewal.Dybdelæring er et sentralt begrep i fagfornyelsen og ny overordnet del av læreplanverket i Kunnskapsløftet 2020 (LK20). Denne artikkelen har til hensikt å synliggjøre hva dybdelæring kan være i yrkesfaglig videregående opplæring, spesielt i de brede vg1-programmene. Bakgrunnen for denne studien er tidligere forskning knyttet til relevans i fag- og yrkesopplæringen, som viser at mange elever og lærlinger ikke opplever yrkesrelevans i første år av fag- og yrkesopplæringen (vg1).
Artikkelen tar utgangspunkt i problemstillingen: Hva kan dybdelæring være for yrkesfaglig opplæring i vg1? Den utforskes gjennom forskningsspørsmålene: a) Hvordan er dybdelæring ivaretatt i læreplanen på vg1? og b) Hvordan kan dybdelæring forstås i en yrkesfaglig kontekst på vg1? Denne studien undersøker dybdelæring som begrep, sett i lys av læringsteorier om mestringsbehov, utvikling av motivasjon, medvirkning, kritisk tenkning og yrkesdidaktikk. Vi har gjennomført en dokumentanalyse av intensjons- og styringsdokumenter i fagfornyelsen. I tillegg har vi gjort en kvalitativ spørreundersøkelse blant medlemmer i læreplangruppene for vg1 for å kartlegge deres forståelse av dybdelæringens betydning i fagfornyelsen.
Vår analyse viser at læreplanene på vg1 gir ulike føringer for dybdelæring. At det ikke var en felles forståelse mellom medlemmene i læreplangruppene av hva dybdelæring betyr for yrkesfagene, kan redusere verdien av læreplanen som verktøy for å oppnå dybdelæring. Mangelen på felles nasjonale retningslinjer for dybdelæring i de nye læreplanene legger et stort ansvar på yrkesfaglærerne, for tolkning av begrepet, og for å sikre dybdelæring for førsteårselevene i fag- og yrkesopplæringen.
Dybdelæring er, av nasjonale myndigheter, i liten grad konkretisert i yrkesfaglige kontekster. Hverken forskning eller politiske føringer drøfter utfordringer knyttet til dybdelæring i yrkesfaglige utdanningsprogram i videregående opplæring. Denne artikkelen er derfor et kunnskapsbidrag til diskusjoner vedrørende hvordan dybdelæring kan forstås og ivaretas det første året i norsk yrkesopplæringen (vg1), sett i lys av andre sentrale føringer i fagfornyelsen
Ramfaktorernas inverkan på (yrkes)lärarutbildares undervisningsarbete: En berättelsestudie inom korta lärarutbildningar vid ett svenskt universitet
No full textThis study is about six teacher educators’ descriptions of their teaching of (vocational) subject-specific didactics to teacher students at a university in Sweden. The analysis has been carried out categorically on the basis of material from two focus group interviews and with a narrative approach. Central to the narrative approach is the basic assumption that narratives are constructed together with and in relation to other people. The theoretical approach in the study is based on the concept of frame factors. We have assumed Hiim’s (2010) didactic relationship model, but use only the frame factors in her model. The study tries to answer the research question: What categories of teaching-related frame factors appear in the teacher educators’ descriptions of their teaching? The results comprise four categories and show that time, authorities, evaluation, and student base, aspects that are related to other factors in Hiim’s relationship model, govern their teaching. The conclusion is that the teacher educators try to create opportunities for their students, who are prospective teachers, to acquire teaching skills alongside an ongoing societal development, but this attempt is governed by frame factors that they themselves are unable to change.Denna studie handlar om sex lärarutbildares beskrivningar av sin undervisning av (yrkes)ämnesdidaktik på en kort lärarutbildning vid ett universitet i Sverige. Analysen har genomförts kategoriskt utifrån intervjumaterial från två fokusgruppsintervjuer och med ett narrativt förhållningssätt. Centralt i den narrativa ansatsen är grundantagandet att berättelser konstrueras tillsammans med och i relation till andra människor. Det teoretiska förhållningssättet i studien bygger på begreppet ramfaktorer. Vi har antagit Hiims (2010) didaktiska relationsmodell, men använder bara ramfaktorer utifrån hennes modell. Studien försöker besvara forskningsfrågan: Vilka kategorier av undervisningens ramfaktorer framträder ur lärarutbildarnas beskrivningar av deras undervisning? I resultatanalysen framträder fyra kategorier av ramfaktorer och analysen visar att tid, auktoriteter, utvärdering och studentunderlag, aspekter som är relaterade till andra ingående faktorer i Hiims (2010) didaktiska relationsmodell, styr lärarutbildares undervisning. Slutsatsen är att lärarutbildarna försöker skapa möjligheter för sina studenter, som är blivande lärare, att skaffa sig pedagogiska färdigheter i en pågående samhällsutveckling, men detta försök påverkas av ramfaktorer som de själva inte har möjlighet att förändra.Denna studie handlar om sex lärarutbildares beskrivningar av sin undervisning av (yrkes)ämnesdidaktik på en kort lärarutbildning vid ett universitet i Sverige. Analysen har genomförts kategoriskt utifrån intervjumaterial från två fokusgruppsintervjuer och med ett narrativt förhållningssätt. Centralt i den narrativa ansatsen är grundantagandet att berättelser konstrueras tillsammans med och i relation till andra människor. Det teoretiska förhållningssättet i studien bygger på begreppet ramfaktorer. Vi har antagit Hiims (2010) didaktiska relationsmodell, men använder bara ramfaktorer utifrån hennes modell. Studien försöker besvara forskningsfrågan: Vilka kategorier av undervisningens ramfaktorer framträder ur lärarutbildarnas beskrivningar av deras undervisning? I resultatanalysen framträder fyra kategorier av ramfaktorer och analysen visar att tid, auktoriteter, utvärdering och studentunderlag, aspekter som är relaterade till andra ingående faktorer i Hiims (2010) didaktiska relationsmodell, styr lärarutbildares undervisning. Slutsatsen är att lärarutbildarna försöker skapa möjligheter för sina studenter, som är blivande lärare, att skaffa sig pedagogiska färdigheter i en pågående samhällsutveckling, men detta försök påverkas av ramfaktorer som de själva inte har möjlighet att förändra
Teacher Students’ Designing Media Education for Older People: Creative and Need-Based Pedagogies Emphasized
Get PDFThis study develops Finnish teacher education by exploring the perspectives of teacher student’s on older people’s media education and equipping teacher students to better support older people’s media literacies. Student teams designed media-literacy interventions in the context of a course, “Older People, Media Education, and Facilitation of Learning,” offered in separated teacher pedagogical studies at one Finnish University during the academic year 2019‒2020. Research participants included 22 teacher students and 15 stakeholders (older people and professionals working with older people). The research data consists of students’ designs and presentations on how media education should be implemented for older people as well as feedback from stakeholders. The research data was collected during the course and evaluation workshop organized at the end of the course as part of an ongoing project. Results indicate that creative and need-based pedagogies were emphasized and course development should be continued in light of the results
Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom
Get PDFThe importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers