Learning for Vocation Apprentice Participation in Work Practice     

Kitt Lyngsnes  ;Marit Rismark 《美中教育评论》2011,(2):165-176

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes, and a substantial number are apprentices at the workplace. With these high drop-out rates and the ensuing personal, social and economic consequences, it is vital to address how upper secondary education systems can keep students connected throughout the programmes. By thoroughly analyzing learning environments and the experiences, interactions and processes which youth deal with during vocational education, insights into how characteristics of the learning environments relate to dropping-out and connectedness may be brought into educational discussions. The case study presented in this article explores how workplaces constitute learning environments and how apprentices participate in the learning environments of work according to their dispositions, aims and life plans. The findings show that the apprentices had different agencies and that they were involved in two distinct participation patterns at the workplace： a collaborative pattern and an executive pattern. Our findings also suggest that strong agency for the vocation may keep apprentices connected throughout the educational programme, although they are aftbrded an executive participation pattern. Based on our findings, it is appropriate to raise questions as to whether an unclear agency for the vocation, together with affordance of executive participation patterns, may suggest one possible answer for the high drop-out rate among apprentices.  相似文献   

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)     

Marianne Ree  Marit Alvestad  Eva Johansson 《International Journal of Early Years Education》2019,27(2):200-215

  相似文献   

How do principals make sense of school leadership in Norwegian reorganised leadership teams?     

Hedvig Abrahamsen  Marit Aas  Glenn Ole Hellekjær 《School Leadership & Management》2015,35(1):62-78

A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches.  相似文献   

Teachers’ intuitive interaction competence and how to learn it     

Anne Marit Valle 《欧洲师范教育杂志》2017,40(2):246-256

In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h.  相似文献   

Benchlearning – an action research program for transforming leadership and school practices     

Marit Aas  Kirsten F. Vennebo  Kjell A. Halvorsen 《Educational Action Research》2020,28(2):210-226

ABSTRACT

In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations.  相似文献   

The ties that bind – the roles and mundane practices of networks in constructing Educational Internationalisation in the High North     

Marit Sundet 《Globalisation, Societies & Education》2016,14(4):513-527

This article seeks to present an original and distinct contribution to the literature on internationalisation of Higher Education, by focusing on the very mundane processes through which agreement is reached on the nuts and bolts of the enactment of ‘internationalisation’, and the nature of ‘internationalisation’ as an experience, not just for students, about whom there is quite an extensive literature, but for the academics and administrators responsible for bringing it into being. It thus aims to provide an alternative understanding of internationalisation of Higher Education from that most commonly found in macro-level studies, through a focus on how internationalisation is creating a new set of cross-national shared institutional practices.  相似文献   

A supportive tool for principals in guiding professional group discussions     

Kirsten Foshaug Vennebo  Marit Aas 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):266-283

ABSTRACT