Grensekryssing i yrkesfaglærerutdanningen: Betydningen av studentenes utviklingsprosjekter: [Boundary crossing in vocational teacher education: The role of students’ development projects]

Øyvind Granborg; Nina Aakernes

doi:10.3384/njvet.2242-458X.2414350

Authors

Øyvind Granborg OsloMet, Norway https://orcid.org/0009-0009-2414-3886
Nina Aakernes OsloMet, Norway https://orcid.org/0000-0001-5122-9073

DOI:

https://doi.org/10.3384/njvet.2242-458X.2414350

Keywords:

coherence, vocational teacher education, development projects, teaching practice, boundary crossing, boundary objects

Abstract

This article aims to explore how vocational teacher students’ work with development projects can create coherence between learning in the university and learning in teaching practice. Previous research indicates that students often perceive a lack of coherence between the academic knowledge culture in the university and the experiential knowledge they encounter in teaching practice. The study uses boundary crossing as a theoretical approach, and the results are based on interviews with vocational teacher students. The results reveal that their work with development projects strenghten programme coherence by linking the learning arenas university and teaching practice. The development projects also acted as boundary objects, facilitating the integration of the different knowledge cultures and practices. This study contributes to understanding the potential of development projects to create coherence between university and teaching practice in vocational teacher education. The results suggest the need for closer collaboration between universities and schools in supporting vocational teacher students’ work on development projects to enhance boundary learning.

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