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%T Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training %A Nore, Hæge %J International journal for research in vocational education and training %N 3 %P 182-194 %V 2 %D 2015 %K Hybrid Learning; Re-Contextualization; Boundary Crossing %@ 2197-8646 %X This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics. %C DEU %G en %9 Zeitschriftenartikel %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info