Som å ta av seg verktøybeltet: Kontraster og metaforer i overgangen fra fagarbeid til yrkesfaglærerutdanning

[Leaving the tool belt behind: Contrasts and metaphors in the transition from vocational work to vocational teacher education]

  • Nora Kolkin Sarastuen Oslo Metropolitan University
Keywords: vocational teacher education, higher education, transitions, coherence, contrasts

Abstract

This article explores the transition from work to higher education and how vocational teacher students talk about the transition from occupational work to vocational teacher education. Previous research has identified students’ experiences of coherence in higher education as a challenge, and in this article the aspect of coherence that explores the contrasts and conflicts between vocational teacher students’ past experiences as occupational workers and experiences in vocational teacher education (biographic coherence) is explored. It is a qualitative study with participant observations and focus group interviews with Norwegian vocational teacher students at their second year of a bachelor’s degree programme to become vocational teachers. The analysis shows that students use metaphors and contrasts when they talk about the transition from occupational work to higher education. The metaphors and contrasts elicit an emotional aspect of the transition from work to education, and how students use their previous experiences from occupational work to give meaning to experiences in education.

References

Alvunger, D. & Johansson, V.G. (2018). Exploring recontextualization of didactic ability and vocational teacher students' professional learning through video analysis. Nordic Journal of Vocational Education and Training, 8(3), 36-56.
https://doi.org/10.3384/njvet.2242-458X.188336

Billett, S. (2011). Learning in the circumstances of work: The didactics of practice. Éducation et didactique, 5.2, 125-146.
https://doi.org/10.4000/educationdidactique.1251

Brandt, S.S. & Hatlevik, I.K.R. (2003). Skreddersydd yrkesfaglærerutdanning? En undersøkelse av den treårige yrkesfaglærerutdanningen. NIFU skriftserie nr. 38/2003. Oslo: NIFU.

Cameron, L. (2011). Metaphor in spoken discourse. I: J.P. Gee & M. Handford (Red.), The Routledge handbook of discourse analysis (s. 342-355) London: Routledge.

Chan, S. (2012). Perspectives of new trades tutors: Boundary crossing between vocational identities. Asia-Pacific Journal of Teacher Education, 40(4), 209-421.
https://doi.org/10.1080/1359866X.2012.724656

Colley, H., James, D., Diment, K. & Tedder, M. (2003). Learning as becoming in vocational education and training: Class, gender and the role of vocational habitus. Journal of Vocational Education & Training, 55(4), 471-498.
https://doi.org/10.1080/13636820300200240

Davids, A.I.R., Van den Bossche, P., Gijbels, D. & Garrido, M.F. (2016). The impact of individual, educational, and workplace factors on the transfer of school-based learning into the workplace. Vocations and Learning, 10(3), 275-306.
https://doi.org/10.1007/s12186-016-9168-1

Dewey, J. (1916). Democracy and Education (2004 ed.). New York: Kessinger Publishing Co.

Duch, H. (2016). Professionel identitetsudvikling gennem uddannelse til erhvervsskolelærer i en empirisk undersøgelse på en diplomuddannelse. Nordic Journal of Vocational Education and Training, 6(1), 14-31.
https://doi.org/10.3384/njvet.2242-458X.166114

Duch, H. & Andreasen, K.E. (2017). VET Again: Now as a VET Teacher. International Journal for Research in Vocational Education and Training, 4(3), 289-305.
https://doi.org/10.13152/IJRVET.4.3.6

Eraut, M. (2004). Transfer of knowledge between education and workplace settings. I: H. Rainbird, A. Fuller & A. Munro (Red.), Workplace learning in context (s. 201-222). London: Routledge.

Esmond, B. & Wood, H. (2017). More morphostasis than morphogenesis? The 'dual professionalism' of English further education workshop tutors. Journal of Vocational Education & Training, 69(2), 229-245.
https://doi.org/10.1080/13636820.2017.1309568

Fejes, A. & Köpsén, S. (2014). Vocational teachers' identity formation through boundary crossing. Journal of Education and Work, 27(3), 2652-283.
https://doi.org/10.1080/13639080.2012.742181

Farnsworth, V. & Higham, J. (2012). Teachers who teach their practice: The modulation of hybridised professional teacher identities in work-related educational programmes in Canada. Journal of Education and Work, 25(4), 473-505.
https://doi.org/10.1080/13639080.2012.708726

Gee, J.P. (2011). An introduction to discourse analysis: Theory and method (3rd ed). New York: Routledge.
https://doi.org/10.4324/9780203847886

Green, A. (2015). Teacher induction, identity, and pedagogy: Hearing the voices of mature early career teachers from industry background. Asia-Pacific Journal of Teacher Education, 43(1), 49-60.
https://doi.org/10.1080/1359866X.2014.905671

Hatch, A.J. (2002). Doing qualitative research in education settings. Albany, NY: State university of New York press.

Hatlevik, I.K.R. & Havnes, A. (2017). Perspektiver på læring i profesjonsutdanninger: Fruktbare spenninger og meningsfulle sammenhenger. I: S. Mausethagen, & J-C. Smeby (Red.), Kvalifisering til profesjonell yrkesutøvelse (s. 191-203). Oslo: Universitetsforlaget.

Hatt, B. (2007). Street smarts vs. book smarts: The figured world of smartness in the lives of marginalized, urban youth. The Urban Review, 39(2), 145-166.
https://doi.org/10.1007/s11256-007-0047-9

Heggen, K. & Raaen, F.D. (2014). Koherens i lærerutdanninga. Norsk pedagogisk tidsskrift, 98(1), 3-13.

Heggen, K. & Smeby, J-C. (2012). Gir mest mulig samanheng også den beste profesjonsutdanninga? Norsk pedagogisk tidsskrift, 96(1), 4-14.

Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Köpsén, S. (2014). How vocational teachers describe their vocational teacher identity. Journal of Vocational Education and Training, 66(4), 194-211.
https://doi.org/10.1080/13636820.2014.894554

Loeb, I.H. & Gustavsson, S. (2018). Editorial: Challenges and development in and of vocational teacher education. Nordic Journal of Vocational Education and Training, 8(3), iii-x.
https://doi.org/10.3384/njvet.2242-458X.1883iii

Nylund, M. & Gudmundson, B. (2017). Lärare eller hantverkare? Om betydelsen av yrkeslärares yrkesidentifikation för vad de värderar som viktig kunskap på Bygg- och anläggningsprogrammet. Nordic Journal of Vocational Education and Training, 7(1), 64-87.
https://doi.org/10.3384/njvet.2242-458X.177164

Page, D. (2013). Recruitment and transition of construction lecturers in further education: The perspective of middle managers. Educational Management Administration & Leadership, 41(6), 819-836.
https://doi.org/10.1177/1741143213488379

Robson, J., Bailey, B. & Larkin, S. (2004). Adding value: Investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work, 17(2), 183-195.
https://doi.org/10.1080/13639080410001677392

Rokkones, K.L., Landro, J. & Utvær, B.K. (2018). Bachelorutdanning for yrkesfaglærere, i et historisk og utviklingsorientert perspektiv. Nordic Journal of Vocational Education and Training, 8(3), 141-159.
https://doi.org/10.3384/njvet.2242-458X.1883141

Sarastuen, N.K. (2019). From vocational worker to vocational teacher: A study of identity transition and loss. Journal of Vocational Education and Training.
https://doi.org/10.1080/13636820.2019.1607533

Smeby, J-C. & Heggen, K. (2014). Coherence and the development of professional knowledge and skills. Journal of Education and Work, 27(1), 71-91.
https://doi.org/10.1080/13639080.2012.718749

St.meld. 48 (1996-1997). Om Lærarutdanning. Oslo: Kyrkje-, utdannings- og forskingsdepartementet.

Tapani, A. & Salonen, A.O. (2019). Identifying teachers' competencies in Finnish vocational education. International Journal for Research in Vocational Education and Training, 6(3), 243-260.
https://doi.org/10.13152/IJRVET.6.3.3

Urrieta, L.Jr. (2007). Identity production in figured worlds: How some Mexican Americans become chicana/o activist educators. The Urban Review, 39(2), 107-116.
https://doi.org/10.1007/s11256-007-0051-0

Viskovic, A. & Robson, J. (2001). Community and identity: Experiences and dilemmas of vocational teachers in post-school contexts. Journal of In-Service Education, 27(2), 221-236.
https://doi.org/10.1080/13674580100200180

Wenström, S., Uusiautti, S. & Määttä, K. (2018). "The Force that keeps you going": Enthusiasm in vocational education and training (VET) teachers' work. International Journal for Research in Vocational Education and Training, 5(4), 244-263.
https://doi.org/10.13152/IJRVET.5.4.1

Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750-762.
https://doi.org/10.1080/00220272.2015.1089942

Wilkinson, S. (1998). Focus group methodology: A review. International Journal of Social Research Methodology, 1(3), 181-203.
https://doi.org/10.1080/13645579.1998.10846874

Published
2020-05-12
How to Cite
Sarastuen, N. K. (2020). Som å ta av seg verktøybeltet: Kontraster og metaforer i overgangen fra fagarbeid til yrkesfaglærerutdanning. Nordic Journal of Vocational Education and Training, 10(2), 63-80. https://doi.org/10.3384/njvet.2242-458X.2010263
Section
Peer-reviewed research articles