Yrkesfag

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

Litteratur innan yrkesfagopplæring og pedagogikk

• 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.
• Afdal, Hilde Wågsås, and Monika Nerland. 2012. Does teacher education matter? An analysis of relations to knowledge among Norwegian and Finnish novice teachers. 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.
• 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.
• 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.
• 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.
• ———. 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.
• 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.
• 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.
• 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.
• 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.

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