Selvregulert læring i yrkesfaglig opplæring: Erfaringer og refleksjoner fra skolens praksis med pandemien som kontekst

[Self-regulated learning in vocational education and training: Experiences and reflections from school’s praxis in the context of the pandemic]

Abstract

This contribution emphasizes the importance of ‘self-regulation’ (SR) and ‘self-regulated learning’ (SRL) for pupils in vocational education (VET), contextualized within the ‘Knowledge promotion renewal LK20’ which stresses life-coping skills encompassing self-responsibility and self-regulated learning. The final examination for VET-pupils addresses such skills as independent planning, implementing, documenting, and finally evaluating one or more professional tasks. The contribution analyses experiences with pupils’ digital work in homeschooling and the challenges VET-teachers encounter regarding the pupils’ behavior, response, and responsibility. The research question asks: How did the teachers manage their digital teaching practice, to create space and opportunities for pupils’ self-regulated learning and to take responsibility for themselves? Besides SR and SRL a conceptual study is made on responsibility for one’s own learning and responsibility for oneself. The analysis triangulates verbal analyses, descriptive and inference-statistic correlation studies. It can be learned that pupils need to be self-regulated before they can learn self-regulated in school and their future professional lives. Teachers that promoted pupils’ participation, independence, and shared responsibility, enhanced learning demands contrasting with those who maintained strict control, thereby limiting pupils’ autonomy, and negatively impacting their motivation and educational outcomes. This underscores the need to support pupils’ self-regulation in educational settings and beyond.