Yrkesfag: Skilnad mellom versjonar

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Harald Haugland (diskusjon | bidrag)
Byråkratar, checkuser, Administratorar
38 964 redigeringer
piping
Harald Haugland (diskusjon | bidrag)
Byråkratar, checkuser, Administratorar
38 964 redigeringer
fjernet piping
 
(10 mellomversjonar av den same brukaren er ikkje viste)
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'''Yrkesfag''' er ein studieretning på vidaregåande skule. Ein yrkesfaglærar har utdanning både innan faget og innan pedagogikk.  
'''Yrkesfag''' er ein studieretning på vidaregåande skule. Ein yrkesfaglærar har utdanning både innan faget og innan pedagogikk.  


== Litteratur innan yrkesfagopplæring ==
== Litteratur innan yrkesfagopplæring og pedagogikk ==
*[[Vibe Aarkrog|Aarkrog, Vibe]]. 2020. ''The standing and status of vocational education and training in Denmark.''  [[Journal of Vocational Education & Training]] 72 (2): 170-88. doi: 10.1080/13636820.2020.1717586.
*[[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 [[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.
*[[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.
*Bandalos, D. L., and S. 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.
*[[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.
*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.
*[[: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.
*Brown, Timothy A. 2015. Confirmatory factor analysis for applied research. 2 ed. New York: Guilford Press.
*[[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
*CEDEFOP. 2009. ''Modernising vocational education and training''. Luxemburg: OECD. https://www.cedefop.europa.eu/files/3043beta_en.pdf
*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.
*[[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.
*Dahl, Thomas, and The expert group for the teacher role. 2016. Om lærerrollen: et kunnskapsgrunnlag [On the teacher role: A knowledge base]. Bergen: Fagbokforlaget.
*[[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.
*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.
*[[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.
*———. 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.
*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.
*Fabrigar, Leandre R., and Duane T. Wegener. 2012. Exploratory factor analysis. Oxford: Oxford University Press.
*[[Leandre R. Fabrigar|Fabrigar, Leandre R.]], and [[Duane T. Wegener]]. 2012. ''[[Exploratory factor analysis]]''. Oxford: [[Oxford University Press]].
*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.
*[[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.
*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.
*[[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.
*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.
*[[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.
*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.
*[[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.
*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.
*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.
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*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.
*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.
*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.
*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.
*[[: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.
*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.
*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.
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== Kjelder ==
== Kjelder ==
*Tilsendt liste
*Tilsendt liste
{{Yrkesfagforfattere}}


[[Kategori:Lister]]
[[Kategori:Lister]]

Siste versjonen frå 8. mai 2021 kl. 16:29

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

Litteratur innan yrkesfagopplæring og pedagogikk

Kjelder

  • Tilsendt liste
Yrkesfagforfattere

Vibe Aarkrog, Hilde Wågsås Afdal, Deborah L. Bandalos, Miriam Ben-Peretz, John D. Bransford, Timothy A. Brown, Marilyn Cochran-Smith, Linda Darling-Hammond, Thomas Dahl, Jan van Driel, Darryl Dymock, Bjørn Eben, Leandre R. Fabrigar, Sara J. Finney, R. Frimodt, Annette Green, Philipp Grollman, Gregory R. Hancock, Johannes Hartig, Satu Helakorpi, Karin Herudsløkken, Hilde Hiim, Doreen Holsch, Carrie Jia-Li Huang, Raija Hämäläinen, Ros Brennan Kemmis, J. König, Susanne Köpsén, Norman Lucas, Shyamal Majumdar, Pradeep Kumar Misra, W. L. Quint Oga-Baldwin, Kevin Orr, B. Pflanzl, Ian Robertson, Klara Rokkones, Rosaline Schaug, Richard Shavelson, Lee Shulman, Patrick Sins, Trond Solhaug, Halvor Spetalen, Berit Stjern, Åse Strand, Dineke Tigelaar, Rosie Turner‐Bisset, Mark Tyler, Britt Karin Utvær, Kristiina Volmari, Katja Vähäsantanen, Duane T. Wegener

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