Miskjennelse av yrkesfaglig kulturellkapital i skolen

Johannesen, Hedvig Skonhoft

doi:10.18261/issn.1504-2987-2019-04-08

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…9 A reform in upper secondary education called ‘Reform 94’ did not affect the lives of Cohort 1 as much as Cohort 2. It exacerbated the divide between vocational and academic upper secondary subjects as the former have fallen in social status and is only rarely considered an option among young people from middle-class families (Johannesen, 2019; Olsen, 2012). For Cohort 2 not only this reform but a steady stream of changes at all levels of education from primary school to university, took place during the 2000s and affected the opportunity structures for this cohort in particular.…”

Section: Contextmentioning

confidence: 99%

Changing Temporal Opportunity Structures? Two Cohorts of Young Women’s Thoughts about Future Work, Family and Education

Nilsen

2023

Sociology

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This article seeks to explore if and how period specific conditions affect young women’s thoughts about their future lives. A contextualist analysis is done of a small sample of biographical interviews with Norwegian women in two cohorts born 1970–1975 and 1990–1995 interviewed 20 years apart when they were in their early 20s. The focus is on their thoughts about future education, work and family. Theoretically the article relates itself to concepts of time and temporalities in life course theory. Inspired by Ken Roberts’ concept of opportunity structures, the notion termed ‘temporal opportunity structures’ emerged from the analysis. The analyses demonstrate how wider period specific circumstances and standards of timeliness form a landscape that young women navigate when they envisage future options and opportunities. Findings indicate differences between the two cohorts in biographical timing in that standards of timeliness and temporal opportunity structures appear to have narrowed.

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Section: Contextmentioning

confidence: 99%

Changing Temporal Opportunity Structures? Two Cohorts of Young Women’s Thoughts about Future Work, Family and Education

Nilsen

2023

Sociology

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“…Det er viktig at oppgavene gir elevene muligheter for å involvere seg og til å utvise selvstendig dømmekraft. (Hiim, 2020, s. 62) Johannesen (2015Johannesen ( , 2019 har forsket på hvordan yrkesfaglaerere har lavere anseelse enn allmenfaglaerere i videregående skole, fordi de har mindre kulturell kapital enn disse. Noe som har sammenheng med deres utdanning og yrker, og som igjen fører til at yrkesfag blir lavere prioritert enn allmennfag.…”

Section: Fra Nybegynner Til Ekspert: Fenomenologiske Teorier Om Laering Av Yrkeunclassified

Samarbeid og lærerprofesjonalitet

Rafoss

Witsø

2021

NJVET

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This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.

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Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?

Johannesen

Kverneggen

Øgård

2022

NJVET

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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 vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.

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Miskjennelse av yrkesfaglig kulturellkapital i skolen

Cited by 3 publications

References 23 publications

Changing Temporal Opportunity Structures? Two Cohorts of Young Women’s Thoughts about Future Work, Family and Education

Changing Temporal Opportunity Structures? Two Cohorts of Young Women’s Thoughts about Future Work, Family and Education

Samarbeid og lærerprofesjonalitet

Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?

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