Exploring vocational teacher preparation in Norway: a study of dimensions and differences in vocational teacher learning

References

• Aarkrog, Vibe. 2020. “The Standing and Status of Vocational Education and Training in Denmark.” Journal of Vocational Education & Training 72 (2): 170–188. doi:10.1080/13636820.2020.1717586.
   Web of Science ®Google Scholar
• Afdal, Hilde Wågsås, and Monika Nerland. 2012. “Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers.” Scandinavian Journal of Educational Research 58 (3): 281–299. doi:10.1080/00313831.2012.726274.
   Web of Science ®Google Scholar
• Bandalos, D. L., and S. J. Finney. 2010. “Factor Analysis: Exploratory and Confirmatory.” In The Reviewer’s Guide to Quantitative Methods in the Social Sciences, edited by Gregory R. Hancock, Laura M. Stapleton, and Ralph O. Mueller. London: Taylor & Francis Group. 93–114 .
   Google Scholar
• Ben-Peretz, Miriam. 2011. “Teacher Knowledge: What Is It? How Do We Uncover It? What are Its Implications for Schooling?” Teaching and Teacher Education 27 (1): 3–9. doi:10.1016/j.tate.2010.07.015.
   Web of Science ®Google Scholar
• Brown, Timothy A. 2015. Confirmatory Factor Analysis for Applied Research. 2 ed. New York: Guilford Press.
   Google Scholar
• CEDEFOP. 2009. “Modernising Vocational Education and Training. Accessed 23 Nov 2020.” Luxemburg: OECD. https://www.cedefop.europa.eu/files/3043beta_en.pdf
   Google Scholar
• Cochran-Smith, Marilyn, and Ana Maria Villegas. 2015. “Framing Teacher Preparation Research: An Overview of the Field, Part 1.” Journal of Teacher Education 66 (1): 7–20. doi:10.1177/0022487114549072.
   Web of Science ®Google Scholar
• Darling-Hammond, Linda. 2006a. “Assessing Teacher Education: The Usefulness of Multiple Measures for Assessing Program Outcomes.” Journal of Teacher Education 57 (2): 120–138. doi:10.1177/0022487105283796.
   Web of Science ®Google Scholar
• Darling-Hammond, Linda. 2006b. Powerful Teacher Education: Lesson from Exemplary Programs. San Francisco: Jossey Bass Wiley.
   Google Scholar
• Darling-Hammond, Linda, and John Bransford, eds. 2005. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass.
   Google Scholar
• Duch, Henriette. 2016. “Professionel identitetsudvikling gennem uddannelse til erhvervsskolelærer i en empirisk undersøgelse på en diplomuddannelse.” Nordic Journal of Vocational Education and Training 6 (1): 14–31. doi:10.3384/njvet.2242-458X.166114.
   Google Scholar
• Duch, Henriette, and Karen E. Andreasen. 2015. “Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers.” International Journal for Research in Vocational Education and Training 2 (3): 195–213. doi:10.13152/IJRVET.2.3.5.
   Google Scholar
• Fabrigar, Leandre R., and Duane T. Wegener. 2012. Exploratory Factor Analysis. Oxford: Oxford University Press.
   Google Scholar
• Green, Annette. 2015. “Teacher Induction, Identity, and Pedagogy: Hearing the Voices of Mature Early Career Teachers from an Industry Background.” Asia-Pacific Journal of Teacher Education 43 (1): 49–60. doi:10.1080/1359866x.2014.905671.
   Web of Science ®Google Scholar
• Grollmann, Philipp. 2008. “The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality.” European Educational Research Journal 7 (4): 535–547. doi:10.2304/eerj.2008.7.4.535.
   Google Scholar
• Hammerness, Karen, Linda Darling-Hammond, John Bransford, David Berliner, Marilyn Cochran-Smith, Morva McDonald, and Kenneth Zeichner. 2005. “How Teachers Learn and Develop.” In Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, edited by Linda Darling-Hammond, and John Bransford. San Francisco: Jossey-Bass. 358–389 .
   Google Scholar
• Hiim, Hilde. 2020. “The Quality and Standing of School-based Norwegian VET.” Journal of Vocational Education & Training 72 (2): 228–249. doi:10.1080/13636820.2020.1734062.
   Web of Science ®Google Scholar
• Holtsch, Doreen, Johannes Hartig, and Richard Shavelson. 2019. “Do Practical and Academic Preparation Paths Lead to Differential Commercial Teacher “Quality”?” Vocations and Learning 12 (1): 23–46. doi:10.1007/s12186-018-9208-0.
   Web of Science ®Google Scholar
• Huang, Carrie Jia-Li, and W. L. Quint Oga-Baldwin. 2015. “Assessing Outcomes of Teacher Education: Quantitative Case Studies from Individual Taiwanese and Japanese Teacher Training Institutions.” Asia-Pacific Education Researcher 24 (4): 579. doi:10.1007/s40299-014-0203-4.
   Web of Science ®Google Scholar
• Kemmis, Ros Brennan, and Annette Green. 2013. “Vocational Education and Training Teachers’ Conceptions of Their Pedagogy.” International Journal of Training Research 11 (2): 101–121. doi:10.5172/ijtr.2013.11.2.101.
   Google Scholar
• König, J., and B. Pflanzl. 2016. “Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers’ General Pedagogical Knowledge and Instructional Quality.” European Journal of Teacher Education 39 (4): 419–436. doi:10.1080/02619768.2016.1214128.
   Web of Science ®Google Scholar
• Köpsén, Susanne. 2014. “How Vocational Teachers Describe Their Vocational Teacher Identity.” Journal of Vocational Education & Training 66 (2): 194–211. doi:10.1080/13636820.2014.894554.
   Google Scholar
• Larsen, Lene, and Daniel Persson Thunqvist. 2018. “Balancing the Esteem of Vocational Education and Social Inclusion in Four Nordic Countries.” In Vocational Education in the Nordic Countries. Learning from Diversity, edited by Christian Helms Jørgensen, Ole Johnny Olsen, and Daniel Persson Thunqvist, 74–94. Routledge. Accessed 23 Nov 2020.
   Google Scholar
• Lucas, Norman. 2007. “Rethinking Initial Teacher Education for Further Education Teachers: From a Standards-led to a Knowledge-based Approach.” Teaching Education 18 (2): 93–106. doi:10.1080/10476210701325077.
   Google Scholar
• Majumdar, Shyamal. 2011. “Teacher Education in TVET: Developing a New Paradigm.” The International Journal of Training Research 9 (1–2): 49–59. doi:10.5172/ijtr.9.1-2.49.
   Google Scholar
• Ministry of Education and Research. 1997. “Om lærerutdanning.” [White paper 48 (1996-1997): On teacher education]. Accessed 23 Nov 2020. https://www.regjeringen.no/no/dokumenter/st-meld-nr-48_1996-97/id191285/#E15E9
   Google Scholar
• Ministry of Education and Research. 2013a. “Forskrift om rammeplan for praktisk-pedagogisk utdanning for yrkesfag for Trinn 8–13.” [Regulations for the Postgraduate Programme in Education]. Accessed 23 Nov 2020. https://lovdata.no/dokument/SF/forskrift/2013-03-18-289?q=forskrift%20om%20rammeplan%20for%20praktisk
   Google Scholar
• Ministry of Education and Research. 2013b. “Forskrift om rammeplan for yrkesfaglærerutdanning trinn 8-13.” [Regulations for the Bachelor’s Programme for Vocational Teachers]. Accessed 23 Nov 2020. https://lovdata.no/dokument/SF/forskrift/2013-03-18-291?q=forskrift%20om%20rammeplan%20for%20tre%C3%A5rig
   Google Scholar
• Ministry of Education. 2009. “Læreren - Rollen og utdanningen.” [White paper 11 (2008-2009): On the role and education of teachers]. Accessed 12 Nov 2020. https://www.regjeringen.no/no/dokumenter/stmeld-nr-11-2008-2009-/id544920/
   Google Scholar
• Misra, Pradeep Kumar. 2011. “VET Teachers in Europe: Policies, Practices and Challenges.” Journal of Vocational Education and Training 63 (1): 27–45. doi:10.1080/13636820.2011.552732.
   Google Scholar
• Orr, Kevin. 2019. “VET Teachers and Trainers.” In The Wiley Handbook of Vocational Education and Training, edited by David Guile, and Lorna Unwin. Hoboken: Wiley Blackwell. 329–348 .
   Google Scholar
• Robertson, Ian. 2008. “VET Teachers’ Knowledge and Expertise.” International Journal of Training Research 6 (1): 1–22. doi:10.5172/ijtr.6.1.1.
   Google Scholar
• Rokkones, Klara, Berit Stjern, Åse Strand, and Britt Karin Utvær. 2018. “Yrkesfaglig praksis i bachelorutdanningen for yrkesfaglærere: En kartlegging av studentenes erfaringer.” Nordic Journal of Vocational Education and Training 8 (2): 48–70. doi:10.3384/njvet.2242-458X.188248.
   Google Scholar
• Sarastuen, Nora Kolkin. 2019. “From Vocational Worker to Vocational Teacher: A Study of Identity Transition and Loss.” Journal of Vocational Education & Training 1–17. doi:10.1080/13636820.2019.1607533.
   Web of Science ®Google Scholar
• Schaug, Rosaline, and Herudsløkken Karin. 2019. “Teaching and Teaching Practice in Vocational Teacher Education.” Scandinavian Journal of Vocations in Development 4: 1. doi:10.7577/sjvd.3218.
   Google Scholar
• Shulman, Lee. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. doi:10.17763/haer.57.1.j463w79r56455411.
   Web of Science ®Google Scholar
• Solhaug, Trond, and Thomas Dahl. 2016. “Assessing the Outcome of Teacher Education Programs in Norway: An Analysis and Discussion of the Factor Structure in Domains of Teacher Practicum for Student Teachers at Three Norwegian Universities.” Creative Education 7 (10): 1518–1536. doi:10.4236/ce.2016.710157.
   Google Scholar
• Spetalen, Halvor, and Bjørn Eben. 2018. “FoU-baserte læringsaktiviteter i yrkesfaglærerutdanning: Sammenheng mellom utdanning og profesjonsutøvelse?” [Research Based Learning Activities: Coherence between Education and Professional Practice?].” FoU Ii praksis 12 (3): 29–49.
   Google Scholar
• The expert group for the teacher role. 2016. Om lærerrollen: Et kunnskapsgrunnlag [On the Teacher Role: A Knowledge Base]. Bergen: Fagbokforlaget.
   Google Scholar
• The Norwegian Directorate for Education and Training. 2018. “Rammeverk for lærerens profesjonsfaglige digitale kompetanse (Pfdk).” [A Framework for Teachers’ Digital Competence]. Accessed 02 Sept 2020. https://www.udir.no/kvalitet-og-kompetanse/profesjonsfaglig-digital-kompetanse/rammeverk-larerens-profesjonsfaglige-digitale-komp/innledning/#Om-pfdk
   Google Scholar
• Tigelaar, Dineke, Patrick Sins, and J. Van driel. 2017. “Fostering Students’ Reflection: Examining Relations between Elements of Teachers’ Knowledge.” Research Papers in Education 32 (3): 353–375. doi:10.1080/02671522.2016.1225790.
   Web of Science ®Google Scholar
• Turner‐Bisset, Rosie. 1999. “The Knowledge Bases of the Expert Teacher.” British Educational Research Journal 25 (1): 39–55. doi:10.1080/0141192990250104.
   Google Scholar
• Tyler, Mark, and Darryl Dymock. 2019. “Maintaining Industry and Pedagogical Currency in VET: Practitioners’ Voices.” International Journal of Training Research 17 (1): 4–20. doi:10.1080/14480220.2019.1602218.
   Web of Science ®Google Scholar
• Universities Norway. 2018a. Nasjonale retningslinjer for 3-årig yrkesfaglærerutdanning [National Guidelines for the Bachelor’s Programme for Vocational Teachers]. Accessed 18 Nov 2020. https://www.uhr.no/_f/p1/ie588da7c-a777-49d8-8695-1e25a0f254ac/nasjonale-retningslinjer-for-trearig-yrkesfaglarerutdanning-godkjent-140618.pdf
   Google Scholar
• Universities Norway. 2018b. Nasjonale retningslinjer for praktisk-pedagogisk utdanning for yrkesfag trinn 8-13 [National Guidelines for the Postgraduate Programme in Education]. Accessed 18 Nov 2020. https://www.uhr.no/_f/p1/i6c34f03d-e46c-4ce8-8c90-9c47b488bbc1/nasjonale-retningslinjer-for-praktisk-pedagogisk-utdanning-for-yrkesfag-trinn-8-13_ferdig.pdf
   Google Scholar
• Vähäsantanen, Katja, and Hämäläinen Raija. 2019. “Professional Identity in Relation to Vocational Teachers’ Work: An Identity-centred Approach to Professional Development.” Learning: Research and Practice 5 (1): 48–66. doi:10.1080/23735082.2018.1487573.
   Google Scholar
• Volmari, K., S. Helakorpi, and R. Frimodt. 2009. Competence Framework for VET Professions: Handbook for Practitioners Sastamala, Finland: CEDEFOP. Accessed 23 Nov 2020. https://www.cedefop.europa.eu/files/etv/Upload/Information_resources/Bookshop/560/111332_Competence_framework_for_VET_professions.pdf
   Google Scholar