Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination: [Vocational subject didactics at university: Learning goals, content, working methods and exams]

Annelie Andersén; Hamid Asghari; Maria Petersson

doi:10.3384/njvet.2242-458X.188398

Authors

Annelie Andersén Karlstads Universitet
Hamid Asghari
Maria Petersson

DOI:

https://doi.org/10.3384/njvet.2242-458X.188398

Keywords:

Vocational subject didactics, vocational teacher education, vocational teacher educators, working methods, goal, examination, content

Abstract

The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.

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