Sjå kjelda til Yrkesfag

'''Yrkesfag''' er ein studieretning på vidaregåande skule. Ein yrkesfaglærar har utdanning både innan faget og innan pedagogikk. 

== Litteratur innan yrkesfagopplæring og pedagogikk ==
*[[Vibe Aarkrog|Aarkrog, Vibe]]. 2020. ''The standing and status of vocational education and training in Denmark.''  [[:en:Journal of Vocational Education and Training|Journal of Vocational Education & Training]] 72 (2): 170-88. doi: 10.1080/13636820.2020.1717586.
*[[Hilde Wågsås Afdal|Afdal, Hilde Wågsås]], and [[:no:Monika Bærøe Nerland|Monika Nerland]]. 2012. ''Does teacher education matter? An analysis of relations to knowledge among Norwegian and Finnish novice teachers.''  [[:no:Scandinavian Journal of Educational Research|Scandinavian Journal of Educational Research]] 58 (3): 281-99. doi: 10.1080/00313831.2012.726274.
*[[Deborah L. Bandalos|Bandalos, D. L.]], and [[Sara 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.
*[[:en:Miriam Ben-Peretz|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.
*[[Timoty A. Brown|Brown, Timothy A.]] 2015. [[Confirmatory factor analysis for applied research]]. 2 ed. New York: [[Guilford Press]].
*CEDEFOP. 2009. ''Modernising vocational education and training''. Luxemburg: OECD. https://www.cedefop.europa.eu/files/3043beta_en.pdf
*[[Marilyn Cochran-Smith|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.
*[[Thomas Dahl|Dahl, Thomas]], and The expert group for the teacher role. 2016. ''[[Om lærerrollen: et kunnskapsgrunnlag]]'' [On the teacher role: A knowledge base]. Bergen: Fagbokforlaget.
*[[Linda Darling-Hammond|Darling-Hammond, Linda]]. 2006a. ''Assessing teacher education: The usefulness of multiple measures for assessing program outcomes.''  Journal of Teacher Education 57 (2): 120-38. doi: 10.1177/0022487105283796.
*———. 2006b. Powerful teacher education: Lesson from exemplary programs. San Francisco: [[Jossey Bass Wiley]].
*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.
*[[Leandre R. Fabrigar|Fabrigar, Leandre R.]], and [[Duane T. Wegener]]. 2012. ''[[Exploratory factor analysis]]''. Oxford: [[Oxford University Press]].
*[[Annette Green|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.
*[[Philipp Grollmann|Grollmann, Philipp]]. 2008. ''The quality of vocational teachers: Teacher education, institutional roles and professional reality.''  [[European Educational Research Journal]] 7 (4): 535-47. doi: 10.2304/eerj.2008.7.4.535.
*[[Hilde Hiim|Hiim, Hilde]]. 2020. ''The quality and standing of school-based Norwegian VET.''  Journal of Vocational Education & Training 72 (2): 228-49. doi: 10.1080/13636820.2020.1734062.
*[[Doreen Holtsch|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.
*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.
*Kemmis, Ros Brennan, and Annette Green. 2013. "Vocational education and training teachers' conceptions of their pedagogy."  International Journal of Training Research 11 (2): 101-21. doi: 10.5172/ijtr.2013.11.2.101.
*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): 419-36. doi: 10.1080/02619768.2016.1214128.
*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.
*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.
*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.
*Ministry of Education. 2009. "Læreren - rollen og utdanningen." [White paper 11 (2008-2009): On the role and education of teachers]. https://www.regjeringen.no/no/dokumenter/stmeld-nr-11-2008-2009-/id544920/
*Ministry of Education and Research. 1997. "Om lærerutdanning." [White paper 48 (1996-1997): On teacher education]. https://www.regjeringen.no/no/dokumenter/st-meld-nr-48_1996-97/id191285/#E15E9
*———. 2013a. "Forskrift om rammeplan for praktisk-pedagogisk utdanning for yrkesfag for trinn 8–13." [Regulations for the Postgraduate Programme in Education]. https://lovdata.no/dokument/SF/forskrift/2013-03-18-289?q=forskrift%20om%20rammeplan%20for%20praktisk
*———. 2013b. "Forskrift om rammeplan for yrkesfaglærerutdanning trinn 8-13." [Regulations for the Bachelor's Programme for Vocational Teachers]. https://lovdata.no/dokument/SF/forskrift/2013-03-18-291?q=forskrift%20om%20rammeplan%20for%20tre%C3%A5rig
*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.
*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.
*Robertson, Ian. 2008. "VET teachers' knowledge and expertise."  International Journal of Training Research 6 (1): 1-22. doi: 10.5172/ijtr.6.1.1.
*Rokkones, Klara, Berit Stjern, Åse Strand, and Britt Karin Utvær. 2018. "Yrkesfaglig praksis i bachelorutdanningen for yrkesfaglærere: En kartlegging av studentenes erfaringer: [Vocational practice in bachelor education for vocational teachers: A survey of student experiences]."  Nordic Journal of Vocational Education and Training 8 (2): 48-70. doi: 10.3384/njvet.2242-458X.188248.
*Schaug, Rosaline, and Karin Herudsløkken. 2019. "Teaching and teaching practice in vocational teacher education."  Scandinavian Journal of Vocations in Development 4 (1). doi: 10.7577/sjvd.3218.
*[[:no:Lee Shulman|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.
*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): 1518-36. doi: 10.4236/ce.2016.710157.
*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 i praksis 12 (3): 29-49.
*Tigelaar, Dineke, Patrick Sins, and Jan van Driel. 2017. "Fostering students' reflection: Examining relations between elements of teachers' knowledge."  Research Papers in Education 32 (3): 353-75. doi: 10.1080/02671522.2016.1225790.
*Turner‐Bisset, Rosie. 1999. "The knowledge bases of the expert teacher."  British Educational Research Journal 25 (1): 39-55. doi: 10.1080/0141192990250104.
*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.
*Universities Norway. 2018a. Nasjonale retningslinjer for 3-årig yrkesfaglærerutdanning [National guidelines for the Bachelor's programme for vocational teachers]. https://www.uhr.no/_f/p1/ie588da7c-a777-49d8-8695-1e25a0f254ac/nasjonale-retningslinjer-for-trearig-yrkesfaglarerutdanning-godkjent-140618.pdf.
*———. 2018b. Nasjonale retningslinjer for praktisk-pedagogisk utdanning for yrkesfag trinn 8-13 [National guidelines for the Postgraduate programme in Education]. https://www.uhr.no/_f/p1/i6c34f03d-e46c-4ce8-8c90-9c47b488bbc1/nasjonale-retningslinjer-for-praktisk-pedagogisk-utdanning-for-yrkesfag-trinn-8-13_ferdig.pdf.
*Utdanningsdirektoratet. 2018. "Rammeverk for lærerens profesjonsfaglige digitale kompetanse (PfDK)." [A framework for teachers' digital competence]. https://www.udir.no/kvalitet-og-kompetanse/profesjonsfaglig-digital-kompetanse/rammeverk-larerens-profesjonsfaglige-digitale-komp/innledning/#Om-pfdk
*Volmari, K., S. Helakorpi, and R. Frimodt. 2009. Competence framework for VET professions: Handbook for practitioners. Sastamala, Finland: CEDEFOP. https://www.cedefop.europa.eu/files/etv/Upload/Information_resources/Bookshop/560/111332_Competence_framework_for_VET_professions.pdf.
*Vähäsantanen, Katja, and Raija Hämäläinen. 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.

== Kjelder ==
*Tilsendt liste

{{Yrkesfagforfattere}}

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