Session 1 Abstracts - NordYrk 2026

These presentations are part of the session 1 programme on Wednesday, 10 June. 
Note also: The book of abstracts (pdf) will be made available at a later date and will also be published on the NordYrk website after the conference. 

Author(s): Mathias Gulmann, University College Copenhagen
Category / based on: Research 
Presentation format: Paper presentation (1A), in English 

Framing 

Communities are crucial for students’ retention and completion in VET (Aarkrog & Wahlgren, 2020). At the same time, workplaces consistently emphasize social and personal competencies as crucial criteria for apprentices’ success during workplace training (Juul-Wiese et al. 2025). This paper examines how early community building efforts can strengthen students’ engagement in school based communities and prepare them for participation in workplace communities, with particular attention to why some communities are experienced as more meaningful than others and what characterizes those that support students’ sense of relevance and belonging 

Methodology 

The paper draws on a  project where six vocational schools experimented with a series of community building exercises in their introductory programs for new VET students. The aim was to explore how such activities can support students’ sense of belonging in the initial phase of VET. The empirical basis consists of qualitative interviews with participating students, offering insight into how they experienced and assessed the interventions. 

Results or expected outcomes 

Preliminary findings indicate that students regard exercises aimed at strengthening the immediate, programme specific communities as the most meaningful, particularly when these activities reflect the occupation they are training for. Such alignment appears to enhance both relevance and engagement. In contrast, students do not perceive exercises designed to foster broad, school wide communities as meaningful, as these feel less connected to their vocational identity and everyday learning context

References 

Bruselius-Jensen, M., Sørensen, N. U., & Katznelson, N. (2023). Fællesskaber i ungdomslivet: Når de gør godt, og når de gør ondt. Aalborg Universitetsforlag. 
Juul-Wiese, T., Kamstrup, A. K., Hersom, H., & Christensen, M. K. (2025). Hvordan skabes det gode oplæringsmiljø?: En kvalitativ analyse af oplæring på lærepladsen på tekniske og merkantile uddannelser. Københavns Professionshøjskole. 
Louw, A., Thomsen, E. S., & Mahler, A. (2025). Hvordan giver det mening at være ung på EUD?: Hvordan unge under 25 år på erhvervsuddannelserne skaber mening i spændingsfeltet mellem skoledelen på grundforløbene og deres ungdomsliv. I Hvordan giver det mening at være ung på EUD?. Center for Ungdomsforskning.
Mahler, A., Thomsen, E. S., & Louw, A. (2023). Frafald, Fastholdelse og gennemførelse på erhvervsuddannelser: Et reviewstudie af, hvad vi i en dansk kontekst ved om frafald, fastholdelse og gennemførsel af unge elever på erhvervsuddannelser fra 2011 til 2023. Center for Viden om Erhvervsuddannelserne.

Author(s): Lázaro Moreno Herrera, Stockholm University
Category / based on: Research 
Presentation format: Paper presentation (1A, in English) 

Framing 

The study examines the vocational trajectory of “Abdul,” an immigrant car mechanic working in a Swedish car workshop, through Pierre Bourdieu’s theory of capital (economic, cultural, social, and symbolic), habitus, and field. The paper analyses how diverse forms of capital are accumulated, converted, and recognized within the field of Swedish automotive service and VET (vocational education and training). The paper shows how Abdul’s pre-migration technical know-how (embodied cultural capital) is recontextualized, how linguistic and credential capital become gatekeeping devices, and how social ties and mentor recognition help convert devalued capitals into valued symbolic status. 

Methodology 

The study uses a biographical, interview-based approach, read through restorative hermeneutics (Josselson 2004) to reconstruct the meaning structures of the participant’s vocational pathway. As with classic VET biographies (Corsten & Lempert 1997), the interest is not causal generalization but pattern recognition (Thomas 2010; Smeyers & Verhesschen 2001): how capitals are assembled, valued, and converted in situated practice. 

Results or expected outcomes 

Results shows that competence recognition is field-relative; immigrant workers need expedited routes to credential translation and recognition rituals. Linguistic capital is a central gatekeeper in evidence-heavy trades; embedding language into core tasks is constitutive of expertise. Public recognition infrastructures are powerful levers for symbolic capital formation. Finally, conversion-rich tasks cultivate habitus aligned with local doxa enabling durable inclusion. 

Acknowledgements: The paper is part of a research project funded by the Swedish Research Council (2022-02888). The author wishes to thank Bilkompaniet i Dalarna for support facilitating data collection. 

References 

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood
Corsten, M., & Lempert, W. (1997). Beruf und Moral. Deutscher Studien Verlag.
Josselson, R. (2004). The hermeneutics of faith and suspicion. Narrative Inquiry, 14(1), 1–28.
Thomas, G. (2010). Doing case study: Abduction not induction. Qualitative Inquiry, 16(7), 575–582. 

Author(s): Ritva Ylitervo, University of Jyväskylä 
Category / based on: Research
Presentation format: Paper presentation (1B, in English) 

Framing 

In 2018, new vocational education legislation unified adult and basic vocational education (Vocational Education Act L531/2017). The pilot teacher model was developed in 2017–2019 within the Best Competence project to support implementation of the reform. The programme aimed to create effective models to ensure high-quality operations and promote strategic goals. Providers appointed pilot teachers to guide colleagues and support leaders in implementing the reform. This study examines how pilot teachers developed staff competence through their influence (Eteläpelto et al.,2014) and capabilities (Edwards, 2006), and what factors supported or limited their agency. 

Methodology 

Data was collected through interviews with guidance teachers (n=11), their colleagues (n=11), and supervisors (n=5), all experienced in pilot teaching. The study drew on phenomenological science philosophy (Brinkmann & Kvale, 2015). Using thematic analysis (Braun & Clarke, 2006), it explored the meanings that pilot teachers, fellow teachers and supervisors assigned to mentor teaching in upper secondary vocational education reform. 

Results or expected outcomes 

Pilot teachers influenced several levels of the vocational education provider’s organisation. Their agency drew on legislative expertise and pedagogical leadership supporting teachers and superiors. Limits arose from the difficulty of changing work culture under new legislation and from questions about their authority. Collaboration networks and coordinated support strengthened their agency. 

References

Edwards, A. (2006). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. https://doi.org/10.1016/j.ijer.2006.06.010
Eteläpelto, A., Vähäsantanen,K., Hökkä, P., & Paloniemi, S. (2014). Miten käsitteellistää ammatillista toimijuutta työssä? Aikuiskasvatus, 34(3), 202–214.
Braun, V., & Clarke, V., (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brinkmann, S., & Kvale, S., (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE Publications. 

Author(s): Merly Kosenkranius, Katja Vähäsantanen, Heta Rintala, Sami Löfgren & Taina Civil-Hirvonen, Häme University of Applied Sciences 
Category / based on: Research
Presentation format: Paper presentation (1B, in English) 

Framing 

Integrating professional agency (Vähäsantanen et al., 2019) with Self‑Determination Theory (e.g., Deci & Ryan, 2000), this study examines links between VET teachers’ agency, psychological need satisfaction, and well‑being. When teachers influence their work, develop work prac-tices, and enact their professional identities, they are more likely to feel autonomous, competent, and connected, which in turn enhances their well-being. We expect teachers’ agency to be positively related to psychological well-being (RQ1) and to psychological need satisfaction (RQ2). Furthermore, psychological need satisfaction is hypothesized to mediate the relationship between teachers’ agency and well-being (RQ3). 

Methodology 

Altogether, 1,015 VET teachers (age M = 51.6 years, 51.7% females) from Finland answered an online survey in fall 2025. Agency (α = 0.89) was measured with the Short Measure of Professional Agency with nine items (Vähäsantanen et al., 2022). Psychological needs satisfaction (α = 0.81) was measured with four items (Martela & Ryan, 2024). Work engagement (α = 0.87) was measured with the UWES-3 (Schaufeli et al., 2017), work meaning (α = 0.94) with two items, and job satisfaction with one item. 

Results or expected outcomes 

Preliminary results indicate that VET teachers' professional agency (M = 3.92, SD= 0.67) is significantly positively related to their psychological need satisfaction (M = 3.98, SD = 0.68; r = .727), work engagement (M = 5.69, SD = 1.18, r = .506), work meaning (M = 4.32, SD = 0.79, r = .536), and job satisfaction (M = 3.89, SD = 0.92, r = .536). Results of the structural equation modelling with psychological needs as a mediator between agency and well-being will be presented at the conference. 

References 

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 
Martela, F., & Ryan, R. M. (2024). Assessing autonomy, competence, and relatedness briefly: Validating single-item scales for basic psychological need satisfaction. European Journal of Psychological Assessment, 1015-5759/a000846. https://doi.org/10.1027/1015-5759/a000846
Vähäsantanen, K., Räikkönen, E., Paloniemi, S., & Hökkä, P. (2022). Acting agentically at work: developing a Short Measure of Professional Agency. Nordic Journal of Working Life Studies. https://doi.org/10.18291/njwls.127869
Vähäsantanen, K., Räikkönen, E., Paloniemi, S., Hökkä, P., & Eteläpelto, A. (2019). A novel instrument to measure the multidimensional structure of professional agency. Vocations and Learning, 12(2), 267–295. https://doi.org/10.1007/s12186-018-9210-6  

Author(s): Sini Bask, Haaga-Helia University of Applied Sciences; Chris Zirkle, Ohio State University / Norwegian University of Science and Technology; Petja Sairanen, Haaga-Helia University of Applied Sciences & Olli Vesterinen, Haaga-Helia University of Applied Sciences 
Category / based on: Work in progress 
Presentation format: Paper presentation (1B, in English) 

Framing 

Comparative education has a long history with many definitions and explanations (1;2), and while initial studies have examined some differences in VET teacher training between Finland and the United States (3;4), including teacher qualifications, university requirements and curriculum structure, no comparative studies have examined the professional development needs of these teachers in a structured study contrast. The professional development needs of VET teachers is a key variable in ensuring that high-quality VET programs are accessible to all students. This study seeks to determine those needs within the context of an international comparative examination. 

Methodology 

Using face-to-face interviews in Finland, researchers will query a purposive sample of approximately 15 VET teachers regarding their professional development needs during February and March 2026. Findings from these interviews will be analyzed and compared to a similar sample of VET teachers in the U.S. This comparative analysis, while utilizing a small sample of teachers, will provide initial insight into the similarities and differences between these two groups of VET teachers. 

Results or expected outcomes

Interviews in both countries will take place in Feb.-March 2026. Results will be categorized individually for both countries and then compared. Expected outcomes of the study include an analysis of the professional development needs related to VET teacher’s pedagogical practices and their technical competence. This comparative analysis may lead to policy discussions, funding possibilities and other structural changes regarding the professional development needs of VET teachers in both countries. 

References 

1.    Zirkle, C., Laukia, J., Mauffret, D., & Prudent-Vilches, S. (2022). A comparative examination of vocational education teacher qualifications and preparation between Finland and the state of Ohio in the United States, Journal of Research in Technical Careers, 6 (2). https://doi.org/10.9741/2578-2118.1117 
2.    Zirkle, C., & Laukia, J. (2022, October). CTE teacher education: A Finnish model. Techniques, 12-13. 
3.    Kandel, I.L. (1930). Essays in comparative education. Teachers College, Columbia University. 
4.    Trethewey, R. (1976). Introducing comparative education. Pergamon Press. 

Author(s): Piia Kolho, Jamk University of Applied Sciences; Anu Raappana, LUT University & Hannu Korkala, Oulu University of Applied Sciences 
Category / based on: Research 
Presentation format: Paper presentation (1C, in English) 

Framing 

The identity of a vocational teacher is constantly changing due to the transformation of working life and educational reforms. One key question is whether EE should be seen as a necessary competence for all teachers. In EE teachers play a pivotal role. Successful implementation of EE, from a pedagogical standpoint, is contingent upon the choices and actions of teachers. The results of Kolho's (2024) doctoral dissertation suggest that EE is an essential part of the working life competence of every vocational teacher. This study examines the views of vocational student teachers on the mandatory nature of EE as part of pedagogical studies. 

Methodology 

The data was gathered through an online survey consisting of a total of 35 questions, seven (7) background variables, 33 Likert-scale items (1–7), and two open-ended questions. For this study, the qualitative responses to the open-ended questions were analysed. 
The total number of respondents is 211 student teachers. 45.5% of respondents are currently working as teachers either in upper secondary vocational education or in higher education. 

Results or expected outcomes 

The results show that the position of EE in teacher education is tense: it is seen both as essential working life skills and as context-specific content. The study opens a discussion on how teacher identity is constructed in relation to EE and what kind of pedagogical solutions are needed to balance equality and flexibility.  The transformation of working life requires teachers to support students’ diverse career and work life capabilities. 

References 

Kolho, P. (2024). Teacher autonomy and agency facilitating entrepreneurship education – A study of Finnish vocational education and training (Väitöskirja). Lappeenranta-Lahti University of Technology LUT. https://urn.fi/URN:ISBN:978-952-412-164-4 

Author(s): Gita Berg, Swedish Institute for Educational Research (Skolforskningsinstitutet); Per Andersson, Linköping University; Nina Kilbrink, Karlstad University (EN) 
Category / based on: Research 
Presentation format: Paper presentation (1C, in English) 

Framing 

Just like in other educational subject areas, the structure and content of vocational education and training (VET) should be informed by research. Vocational didactics provides valuable in-sights into teaching and learning that can support VET-teachers’ practices. In recent years, this research field has been thriving, and the literature is expanding. To make the growing body of knowledge more accessible, this ongoing systematic review encompasses selected, high-quality, empirical studies that specifically explore teaching and learning processes within VET. The aim of the review is to support VET-teachers in making well-informed decisions in their teaching practices. 

Methodology 

Literature was searched in international and Scandinavian databases. Search strings were developed and selection criteria specified (Cooke et al, 2012), such as the inclusion of prac-tice-based studies of teaching analysed qualitatively. The search yielded 7,914 studies, which are currently being appraised for quality and relevance. A configurative systematic review methodology will be used to synthesise this research and generate new theoretical and/or conceptual insights (Gough & Thomas, 2016). 

Results or expected outcomes 

By systematically appraising and synthesising empirical studies that adopt a practice-oriented approach to VET, this ongoing systematic review will generate new insights into how the rela-tionship between VET-teachers’ practices and VET-students’ learning can be understood. Thus, the presentation will highlight findings that can support vocational teachers in planning, conducting, and evaluating their practices, including immersive and work-based approaches that cultivate practical learning. 

References 

Cooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: the SPIDER tool for qualitative evidence synthesis. Qualitative health research, 22(10), 1435-1443. 
Gough, D., & Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84–102.

Author(s): Charlotte Arkenback, Department of Education and Special Education, University of Gothenburg 
Category / based on: Research 
Presentation format: Paper presentation (1C, in English) 

Framing 

Work-based learning is a central component of vocational teacher education, yet designing and assessing such learning involves complex professional judgement across institutional boundaries. This paper explores how dialogic engagement with an AI-based conversational tool supported the redesign of a first practicum course (VFU 1) in a Swedish vocational teacher education programme. Rather than treating AI as a technological solution, the study frames AI as a mediating resource in professional learning, where course design, assessment practices and roles of workplace supervisors were negotiated. The study contributes to Nordic VET research by highlighting course design as work-based learning. 

Methodology 

The study is based on qualitative analysis of an extended chat-based dialogue between a university lecturer/course leader and a pedagogical AI assistant during the redesign of a practicum course. The dialogue is analysed as a situated professional learning process, focusing on moments of interruption, reformulation and judgement. Rather than analysing AI performance, the study reconstructs how pedagogical reasoning emerged through dialogic interaction in a work-based context. 

Results or expected outcomes 

The study shows that dialogic engagement with a pedagogical AI assistant can support the design of work-based learning by making tacit constraints explicit, clarifying roles in practicum settings, and strengthening alignment between learning outcomes, assessment and supervision. While the interaction is time-consuming and demands high professional judgement, it simultaneously accelerates course development by enabling sustained meta-analysis and coherence that would otherwise take years. 

References 

Billett, S. (2014). Mimetic Learning at Work: Learning in the Circumstances of Practice. Springer Cham. https://doi.org/10.1007/978-3-319-09277-5 
Heikkinen, H. L. T. (2018). Education, Work and Life. In Education in an Era of Schooling (pp. 79-90). Springer Singapore. https://doi.org/10.1007/978-981-13-2053-8
Kemmis, S. (2022). Transforming Practices: Changing the World with the Theory of Practice Architectures. Singapore: Springer. https://doi.org/10.1007/978-981-16-8973-4
Selwyn, N. (2024). On the Limits of Artificial Intelligence (AI) in Education. Nordisk tidsskrift for pedagogikk og kritikk, 10. https://doi.org/10.23865/ntpk.v10.6062 

Author(s): Petri Salo, Åbo Akademi, Kristina Strøm, Åbo Akademi, Katarina Kärnebro, Umeå Universitet, Tord Göran Olovsson, Umeå Universitet, Camilla Björk-Åman, Nord universitet, Bettina Backström-Widjeskog, Høgskolen på Vestlandet, Mari Forsberg, Umeå Universitet, Birgitte Bjørngaard, Nord universitet; André Rondestvedt, Nord universitet; Annika Wiklund-Engblom, Umeå Universitet; Johan Hansson, Umeå universitet; Kristina Ledman, Umeå universitet; Anna Katharina Jacobson, Nord universitet; Hanna Stenmark, Umeå Universitet; Kim Wickman, Umeå universitet & Maria Markgren, Skellefteå kommun. 
Category / based on: Work in progress 
Presentation format: Symposium (1D, in Swedish) 

Chair: Wenche Hammer Johannessen, Nord universitet | Discussant: Petri Salo, Åbo Akademi 

Symposium general abstract 

Yrkesläraren befinner sig i ett spänningsfält mellan utbildningssystemets styrning och organisering samt arbetslivets förväntningar och yrkeskulturer. I en samtid präglad av snabb utveckling och omställning ställs ytterligare krav och förväntningar på läraruppdraget. Detta är utgångspunkterna för ett samnordiskt komparativt projekt med intresse för och fokus på yrkeslärares profession, professionsutövning, kompetensbehov och kompetensutveckling. VEN (Vocational Education in the Northern Regions), är ett samarbete mellan yrkeslärarutbildningarna vid de nordligt belägna lärosätena Nord universitet och Høgskulen på Vestlandet (Norge), Umeå universitet (Sverige), och Åbo Akademi (Finland). Samarbetet avser bidra med insikter i yrkeslärares arbete och dess utmaningar genom både fördjupningar i och jämförelser mellan de olika nationella kontexterna. 

De studier som ingår i symposiet undersöker och problematiserar yrkeslärares samhällsuppdrag i en alltmer komplex samtid, genom olika infallsvinklar på deras förståelse av sitt demokratiuppdrag, förhållningssätt och hantering av normkritisk kompetens och införandet av ett nytt ämnesövergripande (tverrfaglig) temaområde med syfte att hantera elevers livsutmaningar. Yrkeslärares specialpedagogiska uppdrag studeras dels utgående från styrdokumentsanalys, dels i form av specialpedagogiska anpassningar under elevers praktikperioder. Vidare klarläggs yrkeslärares vardagspraktiker, de kompetenser arbetet förutsätter och former för kompetensutveckling (Antera, 2021). 

Contributing abstracts: 

References 

Antera, S. (2021). Professional competence of vocational teachers: A conceptual review. Vocations and Learning, 14(3), 459-479.
Bacchi, C. L. (2009). Analysing policy: What's the problem represented to be? Pearson Australia.
Blomberg, H. (2020). Norm awareness in education: Operationalising professional competence. [Unpublished manuscript].
Illeris, K. (2012). Læring. Gyldendal Akademisk.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing practices, changing education. Springer. 

Author(s): Jorunn Dahlback, Solfrid Wanda Nymark, Grete Haaland & Anne-Catrine Wolden OsloMet 
Category / based on: Research 
Presentation format: Paper presentation (1E, in Norwegian) 

Framing 

Yrkesfaglæreren står i et vedvarende spenningsfelt mellom samfunnets, arbeidslivets og elevenes behov for kompetanse. Endringer i læreplanverk (LK20), arbeidsliv og elevgrupper stiller økte krav til lærerens yrkes- og profesjonskompetanse, dømmekraft og evne til å lede læring mot både yrkesutøvelse og medborgerskap. Artikkelen undersøker hvilken kompetanse yrkesfaglærere trenger for å tilrettelegge for relevant og framtidsrettet yrkesopplæring i møte med nasjonale føringer og arbeidslivets forventninger, og hvordan kompetansebegrepet operasjonaliseres i praksis. 

Methodology 

Studien bygger på en kombinasjon av dokumentanalyse av læreplanverket i LK20 og stillingsannonser, en spørreundersøkelse blant yrkesfaglærere fra alle yrkesfaglige utdanningsprogram, samt innspill fra prøvenemndsmedlemmer. Datamaterialet analyseres tematisk for å identifisere sammenfall og spenninger mellom nasjonale føringer, arbeidslivets kompetansekrav og yrkesfaglærernes erfaringer. 

Results or expected outcomes 

Funnene viser samsvar mellom læreplan, arbeidslivets forventninger og yrkesfaglæreres vurderinger av helhetlige oppgaver og nøkkelkompetanser. Samtidig viser funnene spenninger knyttet til rammer, faglig oppdatering og balansen mellom spesifikke og generelle kompetanser. Studien viser behovet for en helhetlig yrkesfaglærerkompetanse som forener faglig dybde, yrkesdidaktisk lederskap, relasjonell og etisk kompetanse samt en kontinuerlig profesjonsutvikling. 

References

Aspøy, T. M., Skinnarland, S., & Tønder, A. H. (2017). Yrkesfaglærernes kompetanse. Fafo.Bolstad, B. (2024). Profesjonsfellesskap i praksis: Hva er det, og hvordan kan vi utvikle det? Fagbokforlaget. 
Dahlback, J., Berg Olstad, H., Sylte, A.-L. & Wolden, A.-C. (2019). Yrkesfaglig lærerkompetanse i brede utdanningsprogram. Scandinavian Journal of Vocational in development. Volum 3 (1), 1-29. https://doi.org/10.7577/sjvd.3234 
Kunnskapsdepartementet (2021). Strategi for kvalitetsutvikling i skolen i lys av fagfornyelsen. https://www.regjeringen.no/conten-tassets/9ab92039b47a489cbbcb9c7736a9d24e/no/pdfs/strategi-om-kvalitetsutvikling.pdf 
Rasmussen, J. (2022). Viden om læreruddannelsen. Aarhus Universitetsforlag.

Author(s): Aina Kristiansen & Anne-Catrine Johansen Wolden, Institutt for yrkesfaglærerutdanning (YLU) OsloMet
Category / based on: Research 
Presentation format: Paper presentation (1E, in Norwegian)

Framing 

Til tross for politiske ambisjoner om mer praktisk og relevant undervisning i ungdomsskolen, opplever mange elever fortsatt lav relevans og lite praksisnærhet. Artikkelen undersøker hvordan yrkesfaglæreres kompetanse er kjent, vurdert og anvendt i ungdomsskolen, og om denne kompetansen kan være en ressurs i arbeidet med å utvikle en mer praktisk ungdomsskole og bedre koblinger til videre utdanningsvalg.  Studien søker å besvare følgende problemstilling: Hvordan oppleves yrkesfaglærernes kompetanse som et bidrag til en mer praktisk og relevant ungdomsskole?  Studien forankres i forskning på motivasjon/relevans og yrkesdidaktikk, samt i nasjonale føringer for en mer praktisk ungdomsskole. 

Methodology 

Studien bygger på semistrukturerte kvalitative intervjuer med fire rektorer og ti yrkesfaglærere innenfor utdanningsprogrammene (FBIE, BA og RM). Intervjuene ble gjennomført våren 2023. Datamaterialet ble analysert ved hjelp av tematisk analyse (Braun & Clarke), med fokus på mønstre i forståelser av egen yrkesfaglærerkompetanse og hvordan denne kompetansen vurderes og anvendes i ungdomsskolen. 

Results or expected outcomes 

Funnene viser at rektorene har begrenset kjennskap til yrkesfaglærerutdanningen og yrkesfaglæreres profesjonskompetanse. Samtidig beskriver yrkesfaglærere tydelige muligheter for praksisnær, kontekstualisert undervisning da særlig i valgfag, utdanningsvalg, arbeidslivsfag og praktisk estetiske fag. Organisatoriske forhold som stillingsstørrelse, fagkoder/krav, hemmer utnyttelsen. Studien peker på behov for økt anerkjennelse og strategisk bruk av yrkesfaglig kompetanse i ungdomsskolen. 

References

Hansen, K. H. (2017). Hva er yrkesdidaktikk i dagens yrkesopplæring i skole? Skandinavisk  
tidsskrift for yrker og profesjoner i utvikling, 2. https://doi.org/10.7577/sjvd.2134
Lødding, B., Gjerustad, C., Rønsen, E., Moan, B. M., Jarness, V. & Røsdal, T. (2018).  
Sluttrapport fra evalueringen av virkemidlene i satsingen Ungdomstrinn i utvikling (2018:32) NIFU. NIFU (2018:32) 
Thun, S., Thøring, L., & Øyum, L. (2021). Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjonssamarbeid mellom en ungdomsskole, en videregående skole og en bedrift. Nordic Journal of Vocational Education and Training, 11(1), 71–96. https://doi.org/10.3384/njvet.2242-458X.2111171  
Direktoratet for høyere utdanning og kompetanse. (2024). Får skolene den fagkompetansen de trenger? (Rapport 13/2024). 

Author(s): Anders Grydeland & Sonja Susnic, OsloMet Department of Vocational Teacher Education
Category / based on: Work in progress 
Presentation format: Paper presentation (1E, in Norwegian)

Framing 

Rekruttering av yrkesfaglærere kan være utfordrende, særlig innen enkelte tekniske utdanningsprogram, i følge en rapport fra Senter for økonomisk forskning (Vaag Iversen et al., 2023). I dette perspektivet kan med mer kunnskap om hvorfor yrkesutøvere velger å bli yrkesfaglærere være nyttig. For å bli ansatt i lærerstilling i Norge må en ha relevant lærerutdanning, eller ansettes med vilkår om å fullføre relevant lærerutdanning om det ikke er søkere som oppfyller kravet.  Det er gjort forskning om hva som motiverer å begynne på lærerstudier i Norge og internasjonalt, det er også gjort forskning om hva som motiverer til å begynne på yrkesfaglærerstudie i Europa og Norden, men det er lite i norsk kontekst om yrkesfaglæreres valg om karrierebytte. 

Methodology 

For å få svar på om studenter ved bachelorprogrammet yrkesfaglærer jobbet i skolen når de søkte studiet, og studentenes motivasjon for å bli yrkesfaglærere skiller mellom utdanningsprogram, gjennomførte vi en strukturert utspørring (Grønmo, 2004) hvor vi utformet et spørreskjema med lukkede og åpne spørsmål. Ved hjelp av undervisere ved institusjonene som tilbyr utdanningsprogrammet bachelorprogrammet Yrkesfaglærerutdanning (YFL) ble undersøkelsen gjennomført for studenter som startet studiet høsten 2025. Undersøkelsen ble besvart av 159 studenter. 

Results or expected outcomes 

Foreløpige analyser viser at studentene på utdanningsprogrammet bygg- og anleggsteknikk som besvarte denne undersøkelsen (n=42) jobbet 71,5 prosent heltid eller deltid i skolen, av studentene på utdanningsprogrammet teknologi- og industrifag som svarte på undersøkelsen (n=49) jobbet nær 80 prosent heltid eller deltid i skolen, mens andelen studenter i helse- og oppvekstfag  som svarte på denne undersøkelsen (n=26) med jobb heltid eller deltid i skole er 23 prosent. 
Videre analyser kan kunne fortelle mer om dette er knyttet til utfordringer med å rekruttere yrkesfaglærere. 

References

Grønmo, S. (2004). Samfunnsvitenskapelige metoder. Fagbokforl. 
Vaag Iversen, J. M., Krehic, L., & Haraldsvik, M. (2023). Rekruttering av lærere ved norske skoler. NTNU Samfunnsforskning AS. https://www.ks.no/contentassets/3a90bcc99419421ab01c66caeb156aa1/SOF-Rapport-4-23-006-.pdf

Author(s): Stine Solberg & Evi Schmid, Department of Vocational Teacher Education, Oslo Metropolitan University (EN) 
Category / based on: Research
Presentation format: Paper presentation (1F, in English)

Framing 

The first months of apprenticeship are decisive for social integration, confidence, and completion among new apprentices (e.g. Findeisen et al., 2022; Näegele & Neuenschwander, 2014, 2016) yet employer and training agency in-depth perspectives on approaches for supporting young people's tranisition into apprenticeships remain underexplored. In Norway’s 2+2 VET model, delays and attrition highlight the need for early-stage support. This study examines how companies and training agencies in sales, healthcare, and electrical trades conceptualise the early transition from school to work and the approaches they employ to support apprentices in the first period of apprenticeship. 

Methodology 

The study is based on 27 semi‑structured interviews with 34 informants from training companies and agencies in Oslo/Akershus across sales, healthcare, and electrical trades. Interviews (27–75 minutes) were recorded, transcribed, and analysed using thematic analysis. Data were analysed to identify the approaches companies and training agencies utilise to support the early transition in apprenticeships. 

Results or expected outcomes 

In a tentative analysis, three cross‑trade approaches were identified: 1) Providing apprentices with a safe, gradual start, using mentors, peer-to-peer mentors, and clear communication of company routines; 2) balancing support with early exposure to demands to build independence, supported by previous routines and safety training; 3) flexible, tailored adjustments to apprentices' preparedness within sector constraints. 

References 

Findeisen, S., Jüttler, A., Neuenschwander, M. P., & Schumann, S. (2022). Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland. Vocations and Learning, 15(1), 129–154. https://doi.org/10.1007/s12186-021-09282-4 
Nägele, C., & Neuenschwander, M. P. (2014). Adjustment processes and fit perceptions as predictors of organizational commitment and occupational commitment of young workers. Journal of Vocational Behavior, 85(3), 385–393. https://doi.org/10.1016/j.jvb.2014.08.011 
Nägele, C., & Neuenschwander, M. P. (2016). Apprentice–trainer relationship and work group integration in the first months of an apprenticeship. Empirical Research in Vocational Education and Training, 8(4). https://doi.org/10.1186/s40461-016-0030-3

Author(s): My Olofsson, Linköping university (EN) 
Category / based on: Research
Presentation format: Paper presentation (1F, in English)

Framing 

Work-based learning (WBL) is a core component of vocational education and training and is commonly framed as a bridge between school and working life. However, research shows that access to and quality of WBL vary considerably, particularly for students in need of support. This presentation draws on a doctoral project examining how participation and support in WBL are enabled and constrained within the Swedish school-based VET system. The project ad-dresses conditions for participation in WBL from both vocational teachers’ and students’ per-spectives, with particular attention to preparation for WBL, workplace conditions and patterns of student absence. 

Methodology 

The project is based on semi-structured interviews with VET teachers and upper secondary VET students who experience WBL as challenging in different ways. Data were analysed using reflexive thematic analysis. Teachers’ accounts focus on preparation and support strategies in WBL, while students’ narratives highlight experiences of participation and absence during workplace placements. Concepts from communities of practice and Biesta’s three domains of education are used to frame the analysis. 

Results or expected outcomes 

The findings show that inclusion in WBL is often fragile and dependent on individual compensatory practices rather than systematic structures. When preparation, supervision, task design and workplace conditions align, students experience learning and belonging. When sup-port chains break down, students risk marginal participation or withdrawal. Student absence emerges as a meaningful, relational response to unsustainable learning environments rather than a lack of motivation. 

References

Biesta, G. (2022). World-centred education: A view for the present. Routledge. 

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Olofsson, M. (2025). Preparing students in need of support for work-based learning: vocational teachers’ experiences and pedagogical approaches. Journal of Vocational Education & Training, 1–19. https://doi.org/10.1080/13636820.2025.2552797 

Author(s): 
Rudi Steenbruggen, Saxion University of Applied Sciences; Linda van Heusden-Schotalberts, Department of Rehabilitation – Physiotherapy, Radboud university medical center, Nijmegen, the Netherlands; Thomas Hoogeboom, Division of Brain, Rehabilitation, Physiotherapy Science & Sport (RF&S), University Medical Centre Utrecht, the Netherlands; Marjo Maas, Radboud Institute for Health Sciences, IQ healthcare, Radboud university medical center, Nijmegen, the Netherlands; Paul Brand, Lifelong learning, Education and Assessment Research Network (LEARN), University of Groningen and University Medical Centre, Groningen, the Netherlands; Philip van der Wees, Radboud Institute for Health Sciences, IQ healthcare, Radboud university medical center, Nijmegen, the Netherlands
Category / based on: Research 
Presentation format: Paper presentation (1F, in English)

Framing 

The tracer method, traditionally used for quality assessment, can also serve as an immersive, work-based learning strategy through peer observation and formative feedback. Evidence, mostly from hospital settings, suggests peer-based use among professionals or interns supports competency and professional development. A mixed-methods study examined its impact and feasibility in patient communication. The approach is broadly applicable to vocational and higher vocational education, offering insights for immersive learning across professions. 

Methodology 

Participants were clustered per hospital and paired with an equally sized group from a nearby hospital. Within these clusters, fixed peer dyads conducted a two-hour tracer by directly observing each other’s routine clinical work, followed by structured formative feedback. This procedure was repeated after six months. Quantitative analysis was performed on feedback form data, and thematic analysis was conducted on transcripts from group interviews. 

Results or expected outcomes 

Fifty hospital-based physiotherapists and interns from 16 hospitals participated. Perceived impact on professional development (1 = much improvement needed; 5 = no improvement needed) increased from 3.99 (SD 0.64) after the first tracer to 4.32 (SD 0.63) at six months (mean difference 0.33; 95% CI 0.16–0.50). Qualitative findings highlighted feasibility and educational value, particularly enhanced self-reflection and professional dialogue. 

References 

Steenbruggen, R. A., Maas, M. J. M., Hoogeboom, T. J., et al. (2022). The application of the tracer method with peer observation and formative feedback for professional development in clinical practice: A scoping review. Perspectives on Medical Education, 11, 15–21. https://doi.org/10.1007/s40037-021-00693-6
Steenbruggen, R. A., van Heusden-Scholtalbers, L. A., Hoogeboom, T. J., Maas, M., Brand, P., & van de Wees, P. (2021). Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: A mixed-methods study. BMJ Open Quality, 10, e001286. https://doi.org/10.1136/bmjoq-2020-001286
Ivers, N., Jamtvedt, G., Flottorp, S., Young, J. M., Odgaard-Jensen, J., French, S. D., O'Brien, M. A., Johansen, M., Grimshaw, J., & Oxman, A. D. (2012). Audit and feedback: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 6, CD000259. https://doi.org/10.1002/14651858.CD000259.pub3
Blumenthal, S., Musche-Ambrosius, I., Reicherdt, I., & Diel, F. (2019). Mutual learning process by practice shadowing. Zeitschrift für Allgemeinmedizin, 95, 70–74 

Author(s): Arnt Louw, Anne Mahler; Katrine Vraa Justenborg & Kathrine Thea Pløger, The Centre for Youth Research, Aalborg University
Category / based on: Research
Presentation format: Paper presentation (1G, in English)

Framing 

This paper explores apprentices under 25 and their efforts to create coherence between youth life and vocational education during workplace-based training. Based on qualitative data, we show how entry into apprenticeship often challenges wellbeing, identity and social life, even when educational outcomes are positive. Apprenticeship is analysed as a central yet under-researched learning arena within the Danish dual system (Louw et al., 2025), grounded in traditions of master–apprentice learning (Nielsen & Kvale, 2003). The study contributes new insights into learning, wellbeing and dropout in VET, highlighting apprenticeship workplaces as key arenas for both vocational learning and broader perspectives on learning, becoming, and Bildung. 

Methodology 

This study is based on 12 mobile ethnographic studies (Albrechtsen & Pedersen 2003) and 20 individual interviews with VET students under the age of 25 years in workplace-based training across four main fields. Twelve students also participated in the first phase of the project (Louw et al., 2025), allowing us to follow transitions from school to apprenticeship. Adopting a youth perspective, the study explores young people’s own experiences of training, leisure life and their intersections.

Results or expected outcomes 

This study contributes new knowledge on vocational students’ wellbeing and learning in the intersection between workplace training and youth life, and thus provides fresh insights into dropout and completion. These insights can inform and inspire training supervisors and workplaces in their practical and organisational efforts to educate future skilled workers. 

References 

Louw, A., Thomsen, E. S., & Mahler, A. (2025). Hvordan giver det mening at være ung på EUD? Hvordan unge under 25 år på erhvervsuddannelserne skaber mening i spændingsfeltet mellem skoledelen på grundforløbene og deres ungdomsliv [How does it make sense to be young in VET? How young people under 25 in vocational education create meaning at the intersection of basic school programmes and youth life] (1st ed.). Center for Ungdomsforskning. 
Nielsen, K., & Kvale, S. (Eds.). (2003). Praktikkens læringslandskab: At lære gennem arbejde [The learning landscape of practice: Learning through work]. Akademisk Forlag.
Albrechtsen, C., & Pedersen, H. L. (2023). Detaljerig mobiletnografi [Detailed mobile ethnography]. Samfundslitteratur. 

Author(s): Kati Jokio, Jamk University of Appiled Sciences; Katariina Waltzer, University of Eastern Finland & Aino Äikäs, University of Eastern Finland 
Category / based on: Research 
Presentation format: Paper presentation (1G, in English) 

Framing 

We ascertain the future expectations towards work life of students receiving intensive special support. We also offer an insight into students’ experiences of providing support and guidance in a special education college in Finland. Assimilating theories on social justice (Rawls, 1971; Sen, 2009) and Peavy’s (2004) sociodynamic counselling framework, we discuss the experiences and expectations the students have directly before graduation. The data from 20 semi-structured interviews with students aged 18–28 were collated in Spring 2020. We propose two questions: What meanings do the students give to work life? What do the students need to achieve work life? 

Methodology 

The data underwent abductive content analysis, and we examined the individual and social special support structures that facilitate the school-to-work transition. By assimilating social justice theories into our data analysis, our objective was to highlight the attitudes toward and experience of work life. This was also guided by background theories about guidance counselling (Peavy, 2004) and meanings given to work life (cf. Anuradha et al., 2014). 

Results or expected outcomes

The results show that even when students have a willingness and eagerness to work, the reality may be that they are largely excluded from work life; only a few of the students found employment after graduating. The discussion subsequently focuses on the extent to which vocational education and training systems cultivate adequate career readiness and provide individuals with equitable opportunities for labourmarket entry. 

References 

Anuradha, M.V., Sirinas, E.S. Manish Singhal, M., and Ramnarayan, S. (2014). To Work or Not to Work: Construction of Meaning of Work and Making Work Choices. Vikalpa: The Journal for Decision Makers, 39(2), 7–19. https://doi.org/10.1177/0256090920140203  
Peavy, R.V. (2004). Sociodynamic Counselling. A Practical Approach to Meaning Making. Taos Institute Publication. 
Rawls, J. (1971). A Theory of Justice. The Belknap Press of Harvard University Press.   
Sen, A. (2009). The Idea of Justice. The Belknap Press of Harvard University Press.  

Author(s): Bjarne Wahlgren, Aarhus University
Category / based on: Research
Presentation format: Paper presentation (1G, in English)

Framing 

The study addresses the following research question: What are the key features of integrated adult learning systems that enable low-educated adults to participate in and benefit from competence-development in a workplace setting.
This study investigates how integrated adult learning systems can support low-educated adults in developing labour-market relevant skills. 

Methodology 

A case-study design was chosen to enable understanding of institutional practices, organisational arrangements, and learner experiences across different adult education institutions. Ten Danish institutions were selected based on prior evidence of relevant and innovative pro-grammes targeting low-educated adults. The study comprises 21 leadership interviews, 27 educator interviews, 48 participant interviews, and 14 observations. 

Results or expected outcomes

The study documented that barriers such as low confidence, fear of failure, or limited awareness can be tackled through targeted institutional practices. Workplace-relevant pedagogy, flexible provision, and adaptive teaching directly addressing the potential participants needs in relation to daily life and demands from their job-setting motivated the low-educated adults. 

References 

Billett, S. (2020). Learning in the workplace: Strategies for effective practice. Routledge.
EVA (2023). Virkningsfuld rekruttering af VEU-kursister. Danmarks Evalueringsinstitut.
Wahlgren, B. & Brandi, U. (2024). Kortlægnings- og analyseprojekt om kortuddannedes deltagelse i uddannelse. Danish School of Education, Aarhus University 

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