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 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.
• 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.

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