0000000000347377
AUTHOR
Monika ØGård
Learning across contexts: How can vocational teachers facilitate boundary learning for students in work-based placements?
A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocat…
Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?
A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocat…
Hva gir de ansatte opplevelse av mening i arbeidet? : en casestudie fra Arendal bibliotek og ICA Maxi Arendal
Masteroppgave i ledelse 2009 – Universitetet i Agder, Grimstad Gjennom oppgaven ønsker vi å belyse hva som gjør arbeidet meningsfylt for den enkelte arbeidstaker. Problemstillingen er som følger: Hva gir de ansatte opplevelse av mening i arbeidet? To vesentlige trekk ved mening er for det første det subjektive aspektet; at mening er en individuell og dermed personlig opplevelse som ikke kan karakteriseres som noe objektivt. Og det andre er det kontekstuelle aspekt i menneskets opplevelsesverden. Det vil si å se sammenheng mellom de ulike fenomener (Ravn, 2008). Begrepet mening er komplekst, og for å få svar på problemformuleringen ble kvalitativ studie et naturlig valg for å forstå begrepet…