Session 2 Abstracts - NordYrk 2026

Author(s): Jiri Vilppola, Tampere University of Applied Sciences (TAMK), School of Professional Teacher Education
Category / based on: Research
Presentation format: Paper presentation (2A, in English)

Framing 

This paper proposal is based on dissertation research (Vilppola, 2023). The context of this study was Finnish vocational teacher training, conducted according to a workplace-oriented and competence-based training model. The aim was to illustrate and describe the processes of competence and teacher identity development experienced by participants. Overarching research questions addressed both supportive and challenging factors related to competence and identity construction within the work-based training model. The study participants were 44 VET teacher trainees who were already employed as unqualified VET teachers. 

Methodology 

The metholology of the study was qualitative case study. It also included elements from action based research, since the researcher was also the trainer of one of the groups.  All participants from five multiprofessional training groups filled in the graduation questionnaire. One of the groups (n = 15) produced more detailed and longitudinal data, including reflection texts and learning diaries. The datasets were analysed using qualitative content analysis and narrative thematic analysis. 

Results or expected outcomes

Workplace-oriented and competence-based VET teacher training seemed to produce solid VET teacher competences and versatile teacher identity trajectories. The findings showed that both environments – workplaces and teacher training– included supportive and challenging factors for competence and developing the teacher identity. Competence and identity construction at best seemed to form a cyclical process supporting each other, alongside with teacher trainees’ own individual activity and effort. 

References 

Bound, H., Edwards, A., Evans, K., & Chia, A. (Eds.). (2023). Workplace learning for changing social and economic circumstances (1st ed.). Routledge. https://doi.org/10.4324/9781003227946 
Vilppola, J. (2023). Ammatillisen opettajan osaamisen ja identiteetin rakentuminen: Työelämälähtöinen ja osaamisperustainen ammatillinen opettajankoulutus (JYU Dissertations, 661). Jyväskylän yliopisto. http://urn.fi/URN:ISBN:978-951-39-9650-5 
Vilppola, J., Hämäläinen, R., Vähäsantanen, K., & Salo, P. (2020). Opettajana jo toimivan opettajaopiskelijan osaamisen kehittyminen – osaamisperustainen ja työelämälähtöinen ammatillinen opettajankoulutus. Ammattikasvatuksen Aikakauskirja, 22(2), 32–51. https://journal.fi/akakk/article/view/95962 
Vilppola, J., Lämsä, J., Vähäsantanen, K., & Hämäläinen, R. (2022). Teacher trainees’ experiences of the components of ICT competencies and key factors in ICT competence development in work-based vocational teacher training in Finland. International Journal for Research in Vocational Education and Training (IJRVET), 9(2), 146-166. https://doi.org/10.13152/IJRVET.9.2.1 

Author(s): Chris Zirkle, Arve Leraand, Lene Hylander & Eli Smeplass, Norwegian University of Science and Technology 
Category / based on: Research
Presentation format: Paper presentation (2A, in English) 

Framing 

To support the complex skills and knowledge students need to learn in preparation for further education and work, VET teachers must not only become masters of the art & science of teaching and also keep up their technical knowledge and skills (1). Defined as structured professional learning that results in changes in teacher practices and improvements in student learning outcomes (2), teacher professional development is a key variable in ensuring that high-quality VET programs are accessible to all students (3). This study seeks to determine the professional development needs of practicing VET teachers in Norway, if the needs are being met, and how this is accomplished. 

Methodology 

Using a semi-structured face-to-face protocol, the researchers will interview approximately 15 local VET teachers to answer a set of specific research questions related to their professional development needs. The study will be conducted in late-January to early-February 2026 and will serve as the initial step in a national study of Norwegian VET teachers. Analysis of teacher responses will be utilized to determine the suitability of the research protocol for the national study.

Results or expected outcomes 

It is expected that the initial interviews will validate the research protocol for an upcoming na-tional survey as well as providing initial insights into the professional development needs of Norwegian VET teachers.  Responses will be categorized thematically, aligned with the re-search questions. From this study, it is further expected to develop a series of structured pro-fessional development activities (lectures, workshops, courses, etc.) aligned with the stated needs of these teachers. 

References

1. Zirkle, C., Smeplass, E. & Leraand, A. (2024). VET teacher training: A comparison of universi-ty programs in the U.S. and Norway. International Journal of Vocational Education Studies, 1(2), 11-34.  https://journals.ub.uni-osnabrueck.de/index.php/ijves/article/view/274 

2. Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. 

3. Smeplass, E., Hylander, L., & Zirkle, C. (2024). Roles of science and research in vocational teacher preparation: A case study from a Norwegian VET teacher programme. Nordic Journal of Vocational Education and Training, 14(3), 1–26. https://njvet.ep.liu.se/article/view/5091 

Author(s): Sami Löfgren, Häme University of Applied Sciences; Katja Vähäsantanen, Häme University of Applied Sciences & Kalle Virta, University of Helsinki 
Category / based on: Research 
Presentation format: Paper presentation (2A, in English) 

Framing 

Professional identity of TVET educators seems twofold (e.g., Bükki & Fehérvári, 2024). Craftspersons seem to prefer professional educational aims related to the immediate vocational practice and industry competence needs. Pedagogues agree but also promote such pedagogical educational aims as eligibility to tertiary studies. Due to a lack of quantitative studies, we examined with Latent Class Analysis (LCA; Weller et al., 2020) whether this dual classification holds (RQ1). TVET educators offer varying levels of socio-emotional support for student learning (e.g., Berner, 2010). We expect these levels to be linked to TVET educator professional identity (RQ2). 

Methodology 

Altogether 637 Finnish participants (387 TVET subject teachers and 250 workplace supervisors; age M = 51.3 years; 75.2% males) participated in a survey (8/2022–6/2023). Participants chose up to 4 educational aims out of the 4 professional and 4 pedagogical options. Participants' proneness to offer social support (α = .76), recognition (α = .60), equal treatment (α = .75) and a positive learning climate (α = .66) were measured with the modified instrument of Toom et al. (2017). 

Results or expected outcomes 

LCA confirmed the classes of pedagogues (75%) and craftspersons (25%) with a comparative-ly nuanced structure of educational aims which will be presented in the conference. Peda-gogues statistically significantly provided more social support (d = 0.36), equal treatment (d = 0.27) and a more positive climate (d = 0.27). 

References  

Berner, B. (2010). Crossing boundaries and maintaining differences between school and in-dustry: forms of boundary-work in Swedish vocational education. Journal of Education and Work, 23(1), 27–42. https://doi.org/10.1080/13639080903461865
Bükki, E., & Fehérvári, A. (2024). Teacher, Professional or Both? A Mixed Method Study of the Professional Identity of Vocational Teachers and Trainers in Hungary. International Journal for Research in Vocational Education and Training, 11(3), 396–429. https://doi.org/10.13152/IJRVET.11.3.4 
Toom, A., Pietarinen, J., Soini, T., & Pyhältö, K. (2017). How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community? Teaching and Teacher Education, 63, 126–136. https://doi.org/10.1016/j.tate.2016.12.013 
Weller, B. E., Bowen, N. K., & Faubert, S. J. (2020). Latent Class Analysis: A Guide to Best Practice. Journal of Black Psychology, 46(4), 287–311. https://doi.org/10.1177/0095798420930932 

Author(s): Maryna Vasylieva, V. N. Karazin Kharkiv National University; Oksana Kovtun, Hryhorii Skovoroda University in Pereiaslav; Valentyna Krykun, Hryhorii Skovoroda University in Pereiaslav; Heini Ikäheimo, Jamk University of Applied Sciences; Tetiana Krushynska, University of Jyväskylä; Iryna Shteimiller, V. N. Karazin Kharkiv National University & Maarit Virolainen, University of Jyväskylä 
Category / based on: Development project
Presentation format: Paper presentation (2B, in English) 

Framing 

The presentation focuses on the development project, 'Promoting Multimodal Educational Practices and Teacher Competencies in Vocational Education and Training (VET)': Ukraine-Finland Cooperation (MOTIVET4UA). It develops approaches and methods to help vocational teachers address learning losses caused by catastrophes, such as the war in Ukraine resulting from Russian aggression.  The project is a collaboration between two Ukrainian and two Finnish universities: Hryhorii Skovoroda University in Pereiaslav, V. N. Karazin Kharkiv National University, and The School of Professional Teacher Education at JAMK University, and Finnish Institute for Educational Research at University of Jyväskylä. 

Methodology 

The project's main methods for identifying ways to address learning loss involve a literature review, survey, and workshops. First, the team will conduct a review of previous research regarding learning loss in post-compulsory education. Secondly, the team will collaborate to conduct a survey and organise a workshop for teachers and students.  JAMK's international pre-service teacher students will organise a preparatory workshop and conduct a survey on learning loss with Ukrainian partners. 

Results or expected outcomes 

The findings from the literature review show that, although digital pedagogies were developed to support learning during the Covid-19 pandemic, research into learning losses caused by other catastrophes, such as war, is less common (Topuzov et al., 2023). In particular, the means of addressing the challenges associated with frequent and unexpected displacements of teachers and students, as well as the organisation of practical training, require further attention. 

References

Topuzov, O., Lokshyna, O., & Holovko, M. (2023). Learning losses: the complexity of problem in the context of war in Ukraine. Education: Modern Discourses, 6, 7–17. https://doi. org/10.37472/2617-3107-2023-6-0  

Author(s): Hanna Stenmark, Umeå university, Department of Education
Category / based on: Work in progress
Presentation format: Paper presentation (2B, in English)
Paper presentation (2B, in English) 

Framing 

Municipal adult education (MAE) has been central in Sweden since 1968, supporting adult learning, employability, and civic participation. While aligned with international agendas on lifelong learning and inclusion, MAE has increasingly been shaped by labor market and employability demands. This study examines how curricula from 1968–2025 construct educational aims, and the adult learner, with particular attention to civic education, and pedagogical rights (Bernstein, 2000). By analysing policy discourses, the study highlights how adult learners are positioned within changing social, economic, and work-based learning agendas.

Methodology 

Critical discourse analysis (CDA) (Fairclough, 2010) links each research question to specific analytical steps in selected curricula. Transitivity, modality, and intertextuality are used to examine constructions of responsibility, authority, and continuity across policy texts. Analysis is conducted across textual, discursive, and social practice levels, enabling longitudinal comparison. Selection and exclusion criteria are documented, and researcher reflexivity is maintained throughout. 

Results or expected outcomes 

The preliminary results show how MAE curricula increasingly prioritize employability and work-based learning, while civic and democratic aims are recontextualized or constrained over time. The findings will clarify shifts in learner positioning and contributing knowledge on how adult education balances labor market adaptation with lifelong learning, professional judgment, and democratic participation. 

References 

Fairclough, N. (2010). Critical discourse analysis: The critical study of language (2nd ed.). Routledge
Bernstein, B. (2000). Pedagogy, symbolic control and identity. Rowman & Littlefield pbl 

Author(s): Anne Katrine Kamstrup, University College Copenhagen; Vibe Aarkrog, University of Aarhus; Arnt Louw, University of Aalborg & Luna Christine Christensen, University College Copenhagen 
Category / based on: Work in progress 
Presentation format: Paper presentation (2B, in English)

Framing 

This abstract presents the project ‘Strengthening Apprenticeship Training Environments in VET’. The project addresses persistent challenges in Danish vocational education and training, particularly related to dropout and the quality of workplace learning. While many apprentices thrive in their apprenticeships, research also shows that some experience harsh tone or lack of inclusion, negatively impacting learning and completion(1). The project runs from 2025 – 2027 and builds on existing research on good apprenticeship environments(2,3) and aims to translate research into practice(4) by collaborating with workplaces to develop interventions that enhance apprenticeship learning and wellbeing. 

Methodology 

This project combines practical development with embedded follow-up research across four industry-specific work packages. The participating workplaces and researchers co-design and test interventions tailored to contextual needs. Data are collected through observations, and interviews to explore how the interventions influence learning environments at the workplaces, and how research knowledge is mobilised in practice. 

Results or expected outcomes 

Expected outcomes are enhanced understanding of mobilizing research knowledge in collaboration between researchers and practitioners and tested interventions that improve learning environments at workplaces. Anticipated impacts are increased inclusion, better support for apprentices’ learning and wellbeing, and practical models that can be shared with other training workplaces. The project is carried out by Aalborg University, Aarhus University, Copenhagen University College and Tænketanken DEA. 

References 

1. DEA (2024). Kvalitet på lærepladsen: Opsamling og anbefalinger. Tænketanken DEA
2. 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.
3. Louw, A., Thomsen, E. & Mahler, A. (2023). 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. Aalborg Universitet
4. Gensby, U., Limborg, H. J., Dyreborg, J., Bengtsen, E. & Malmros, P. Å. (2019). Mobilisering af forskningsbaseret viden om arbejdsmiljø: Bedre sammenhæng mellem forskning og praksis. Roskilde Universitetsforlag.

Author(s): Åsa Kindevåg, Högskolan Dalarna
Category / based on: Research
Presentation format: Paper presentation (2C, in Swedish)

Framing 

Elever från yrkesutbildningar är inte alltid förberedda på vad de kommer att möta under APL. Inom vård- och omsorgsutbildningarna (VO) kan de möta både fysiska påhopp (Jansson & Majlesi, 2020) och utrikesfödda elever riskerar också främlingsfientlighet från omsorgstagare och personal (Khor m. fl., 2024). Handledarens roll blir därför avgörande, framförallt med tanke på att mer än hälften av  eleverna är utrikesfödda. Handledarrollen innebär vägledning i arbetsplatsens normer och värderingar (Lasonen m. fl., 2021) samt kulturell och språklig kompetens (Lagercrantz All, 2017). Studien undersöker vilka normer och värderingar handledare anser centrala när de vägleder utrikesfödda elever. 

Methodology 

Fokusgrupper har genomförts med erfarna handledare i äldreomsorgen från fyra olika kommuner. Intervjuerna bearbetades med induktiv ansats i en kvalitativ innehållsanalys, där teorin om situerat lärande och begreppen normer och värderingar sedan användes som inspiration för att identifiera olika kategorier. 

Results or expected outcomes 

Handledarna visar normer och värderingar genom att verbalisera och agera utifrån arbetsplatsens normer, där omsorgstagarens självbestämmande är utgångspunkten i arbetet och har företräde framför elevens lärande. Detta gör handledaruppdraget till en balansakt som den enskilda handledaren behöver hantera. Det fanns en önskan hos handledarna att eleverna skulle vara bätte praktiskt förberedda före APL, och en oro inför framtiden relaterad till elevernas svårigheter med skriftlig information. 

References 

Jansson, G., & Majlesi, A. R. (2020). “She didn’t expect to get a slap”: Modeling “proper” con-duct among teachers and students in training classes for care workers in Sweden. Interna-tional Journal of the Sociology of Language, 2020, 39–66. https://doi.org/10.1515/ijsl-2019-2069  
Khor, H. W., El Hajj, M., Sam, D. L., & Moland, K. M. (2024). “I felt so small”: A qualitative study of migrant nursing assistants' experiences in Norway. Scandinavian journal of caring scienc-es, 38(4), 996–1004. https://doi.org/10.1111/scs.13302 
Lagercrantz All, K. (2017). Delaktighet- och lärprocesser i en yrkesutbildning : En studie av vuxna elevers erfarenheter av vård- och omsorgsutbildningen inom Komvux (Publication Num-ber 46) [Doctoral thesis, monograph, Institutionen för pedagogik och didaktik, Stockholms Universitet]. DiVA. Stockholm. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136796
Lasonen, J., Teräs, M., & Cools, C. (2021). Invandrarnas yrkesutbildning och sysselsättning i Finland: [Immigrants’ vocational education and employment in Finland]. Nordic Journal of Vo-cational Education and Training, 10(3), 138–157. https://doi.org/10.3384/njvet.2242-458X.20103138 

Author(s): Annika Olén, Malmö universitet 
Category / based on: Work in progress 
Presentation format: Paper presentation (2C, in Swedish) 

Framing 

”Jag vet inte vem som är min handledare”, sade apl-eleven medan hon maskerade skåpen inför målning på gymmet. 
Många elever kan uppleva liknande osäkerhet under yrkesprogrammens apl. Handledare har en central roll för elevers yrkesutveckling och socialisering in i yrkeskulturen (Billett, 2001; Ellström & Hultman, 2004; Lave & Wenger, 1991), särskilt sedan Gymnasiereformen 2011 då deras ansvar och betydelse ökade. Trots att handledare har en avgörande roll för att elever ska få stöd och erfarenhet i autentiska arbetsmiljöer, är deras arbete ofta osynligt i forskning och samhällsdebatt. 

Methodology 

Studien är en del av ett pågående avhandlingsarbete om handledare under APL på inriktning måleri. Den närmar sig handledningen utifrån ett praktikperspektiv, där tyst kunskap och görande är centrala. För att fånga dessa mer implicita dimensioner användes en etnografisk ansats och empiri genererades genom deltagande observationer och go-along-intervjuer. Handledning på måleriföretag förstås som en praktik, och teorin om praktikarkitekturer (Kemmis, 2014) fungerar som analytisk lins. 

Results or expected outcomes 

Resultaten visar att handledarskapet ofta tilldelas informellt och ad hoc, där handledare inte alltid vet vilken elev de ska ansvara för eller hur länge. Handledarna uppmärksammar elevernas engagemang och lämplighet genom vardagliga signaler, som punktlighet och mobilanvändning. Tidsbrist, ekonomiska villkor och arbetsplatsens traditioner styr hur handledningen genomförs. I fältet framträder tydligt hur chefen säger: ”Han åker med dig!”, vilket synliggör den hastiga och planlösa tilldelningen. 

References

Billett, S. (2001). Learning through Work: Workplace Affordances and Individual Engagement. Journal of Workplace Learning, 13, 209 Billett, S. (2001). Learning through Work: Workplace Affordances and Individual Engagement. Journal of Workplace Learning, 13, 209-214. https://doi.org/10.1108/EUM0000000005548
Ellström, P.-E., & Hultman, G. (2004). Avslutande reflektioner och slutsatser. I P.-E. Ellström & G. Hultman (Red.), Lärande och förändring i organisationer: Om pedagogik i arbetslivet. Studentlitteratur. 
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner : Doing critical participatory action research. Springer Singapore Pte. Limited. 
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. 
 

Author(s): Sanna Brauer, Eveliina Asikainen & Ilkka Piiroinen, Tampere University of Applied Sciences
Category / based on: Research 
Presentation format: Workshop (2D, in English) 

Workshop abstract  

Higher education is undergoing significant change. The demand for flexible, modular, and work-oriented learning solutions is growing rapidly. In the context of this transformation, mi-cro-credentials have become a pivotal element. These credentials, which include digital open badges, offer a flexible approach to recognising, developing and validating skills. These tools are also used to develop and contextualise curricula, facilitating the discussion of compe-tences across degree and educational institution boundaries. However, these innovations also raise important questions, which we will explore together in this interactive workshop. 

We invite you to discover the latest international research and the European perspective on micro-credentials and short learning experiences. Gain early insight into a new comprehen-sive framework for flexible higher education, integrating modular structures with learner-centred design, anchored in research and practical relevance. 

Join the collaborative dialogue on the key challenges:

• What are the key barriers preventing the adoption of modular, flexible and work-oriented learning models? 
• Which opportunities can drive the next education success story?

We encourage you to share your ideas, exchange perspectives, and co-create solutions that will make higher education more accessible and adaptable. 
All discussions will be documented for research purposes, ensuring your voice contributes to international development efforts.

References 

Asikainen, E., Uusimäki, L., Ruhalahti, S., Teräs, H. & Brauer, S. (2025). Collaborative meaning-making: Teacher educators’ experiences in developing sustainability competence badges. Acta Didactica Norden, 19(2), 1–26. https://doi.org/10.5617/adno.11385 

Brauer, S. (2023). Case study Finland: Microcredentials for labour market education and train-ing. Thessaloniki: Cedefop. https://www.cedefop.europa.eu/files/finland_microcredentials_mapping.pdf 

Brauer, S. & Korhonen, A-M. (2026). Digital open badges and micro-credentials – an explorato-ry review of emerging concepts. Manuscript.

Brauer, S., Korhonen, A.-M., Asikainen, E., Keinänen, M., & Halttunen, T. (2025). Jatkuva op-piminen, osaamismerkit ja mikrokredentiaalit. [Lifelong Learning, Digital Open Badges and Micro-credentials]. Ammattikasvatuksen Aikakauskirja, 27(4), 4-14. https://doi.org/10.54329/akakk.178409 

Davis, H. & Asikainen, E. (2025). From abstract and overarching to concrete and contextual-ized – competence-based digital open badges inoperationalizing vocational teachers’ sus-tainability competences. Ammattikasvatuksen Aikakauskirja, 27(4), 40-57. https://doi.org/10.54329/akakk.178411 

Halttunen, T., Brauer, S., Jutila, S. (2024). Role of Micro-credentials and Open Badges in Sus-tainable Tourism Education. In Dragin-Jensen, C., Kwiatkowski, G., Oklevik, O. (eds) Nordic Coastal Tourism. Springer, Cham. https://doi.org/10.1007/978-3-031-73187-7_14

Author(s): Charlotte Arkenback, University of Gothenburg & Andreas Stenberg, Omniway Group
Category / based on: Research 
Presentation format: Workshop (2E, in English) 

Workshop abstract  

Generative AI is increasingly introduced into vocational education as a tool for efficiency, au-tomation, and content production. Such systems typically operate within process- and sys-tem-oriented logics, where interaction is organised around input–output relations. While effec-tive in administrative contexts, this logic often conflicts with the situated, judgement-based, and relational nature of vocational teaching and learning. 

This workshop presents an alternative approach developed through practice-based research in vocational education and teacher education. Instead of treating AI as a tool that provides answers, we explore collaboration with pedagogical AI colleagues—AI systems designed to participate in educational practice without taking over responsibility, judgement, or decision-making. The approach builds on published research and long-term design work grounded in practice theory, action research, and relational perspectives on learning. 

Central to the workshop is PRIM, a didactic method that supports teachers, teacher educa-tors, and students in leading dialogue with pedagogical AI colleagues. PRIM makes explicit how to position the AI, frame the educational context, interact dialogically, and reflect on the interaction itself. In this way, PRIM functions both as a design logic for pedagogical AI and as a didactic method for users. 

During the 90-minute workshop, participants will work with authentic cases from vocational education, exploring dialogical collaboration. 

References 

Arkenback, C., & Stenberg, A. (Under publication). Från loggbok till asynkron dialog: Datadriv-en undervisning i yrkesutbildning. In S. Gustavsson & G. Messina Dahlberg (Eds.), Att forma undervisning i yrkesutbildning. Gleerup. 
Billett, S. (2021). Mediating worklife learning and the digitalisation of work. British Journal of Educational Technology, 52(4).1580-593. https://doi.org/10.1111/bjet.13115
Kemmis, S. (2022). Transforming Practices: Changing the World with the Theory of Practice Architectures. Springer. https://doi.org/10.1007/978-981-16-8973-4 
Schön, D. A., & Argyris, C. (1976). Theory in practice : increasing professional effectiveness. San Francisco : Jossey-Bass. 
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 
Stenberg, A., & Arkenback, C. (Under publication). Generativ AI – didaktiska möjligheter i yrke-sundervisning. In S. Gustavsson & G. Messina Dahlberg (Eds.), Att forma undervisning i yrkesutbildning. Gleerup.

Author(s): Ann lisa Sylte, professor, OsloMet-storbyuniversitetet
Category / based on: Research 
Presentation format: Paper presentation (2G, in Norwegian)

Framing 

Lærerutdanneres kompetanse kan ses som en nøkkelfaktor for kvaliteten på lærerutdanningen. Samtidig viser tidligere forskning at lærerutdanneres kompetanseutvikling i stor grad er overlatt til den enkelte, med lite støtte fra lærerutdanningsinstitusjonen (Czerniawski et al., 2017; Darling-Hammond, 2017). Forskningsspørsmålet: Hvordan kan lærerutdanneres kontinuerlige profesjonsfaglige utvikling bidra til yrkesfaglærerutdanningen som en lærende organisasjon? Abstraktet er basert på aksjonsforskningsprosjektet «Lærerutdanningsskoler i yrkesfaglærerutdanningen» (LUSY), som hadde fokus på å styrke faglig relevans i lærerutdanningen og yrkesutdanningen (Hiim & Sylte, 2025a). 

Methodology 

Lærerutdannernes profesjonelle utvikling analyseres fra pragmatiske og kritiske epistemologiske perspektiver (Hiim & Sylte, 2025a). Forskningstilnærmingen er aksjonsforskning. Empirigrunnlaget består av ulike kvalitative forskningsmetoder relatert til tiltak rettet mot læreres profesjonelle utvikling med fokus på samarbeid om pedagogisk praksis og FoU. Hensikten er å fremme praktisk læring, helhetlig helhetlig utvikling og forberede lærende på en skiftende samfunnsutvikling. 

Results or expected outcomes

Resultater viser så langt behov for at lærerutdannere trenger å utvikle en felles forståelse av formålet med lærerutdanning og hva profesjonelt relevant lærerutdanning innebærer (Hiim & Sylte, 2025b). Lærerutdannere har stor nytte av systematisk kollektiv refleksjon over og utvikling av sine faglige aktiviteter. Dette peker på behov for tilrettelegging av kontinuerlig kollektiv profesjonslæring og strukturert, gjensidig læringssamarbeid med praksisfeltet rettet mot en lærende organisasjon. 

References

Czerniawski, G., Guberman, A. & MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127–140. https://doi.org/10.1080/02619768.2016.1246528
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399 
Hiim, H. & Sylte, A. L. (2025a). Aksjonsforskning som metodologisk tilnærming til samarbeid lærerutdanning – praksisfelt. I A. L. Sylte, E. B. Hellne-Halvorsen, H. Hiim & N. Aakernes (Red.), Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet (Kap. 3, s. 53–80). Cappelen Damm Akademisk. https://doi.org/10.23865/cdf.267.ch3 
Hiim, H. & Sylte, A. L. (2025b). Hvordan kan lærerutdannere utvikle kompetanse for profesjonsrelevant lærerutdanning? Erfaringer fra aksjonsforskningsprosjektet Lærerutdanningsskoler i yrkesfaglærerutdanningen (LUSY). I A. L. Sylte, E. B. Hellne-Halvorsen, H. Hiim & N. Aakernes (Red.), Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet (Kap. 15, s. 379–411). Cappelen Damm Akademisk. https://doi.org/10.23865/cdf.267.ch15

Author(s): Kjersti Johnsen, Kaija-Liisa Magnussen, Torill Hammeren Møllerhagen, OsloMet – storbyuniversitet 
Category / based on: Work in progress 
Presentation format: Paper presentation (2G, in Norwegian) 

Framing 

Ifølge strateginotatet Lærerutdanning 2025 er praksislærere i skolen og universitetslærere definert som likeverdige lærerutdannere (Kunnskapsdepartementet, 2017). I en tidligere studie etterspør praksislærerne mer informasjon og tettere kontakt, særlig knyttet til vurdering og veiledning. De uttrykker behov for fysiske møter med lærere fra YFL-utdanningen og opplever at ensidig, digital kommunikasjon ikke gir tilstrekkelig grunnlag for samarbeid (Johnsen et al., 2025). En slik praksis kan svekke kvaliteten i YFL-utdanningen. Derfor er det behov for å undersøke områder for å utvikle samarbeid mellom universitet og videregående skole om studentenes praksisopplæring. 

Methodology 

Vi planlegger et pedagogisk utviklingsarbeid med tre av OsloMet sine partnerskapsskoler. Vi starter med karlegging av behov gjennom intervju av praksislærere i februar 2026. Med bakgrunn i empiri fra intervjuene kan vi få kunnskap om hva det konkret er behov for. I denne fasen skal vi bruke SØT-modellen for å utarbeide en foranalyse av nå-situasjonen, ønsket situasjon og tiltak som kan settes inn (Kversøy & Hartviksen, 2018). Analysen blir presentert for deltakerene for videre planlegging. 

Results or expected outcomes 

Vi forventer at vi får kartlagt områder og arenaer universitetslærere og praksislærere kan samarbeide om for å styrke kvaliteten i YFL-utdanningen. Resultatene vil være utgangspunktet for videre diskusjoner og arbeid med ønskede tiltak. Foreløpige resultater vil bli presentert på konferansen. 

References 

Johnsen, K., Magnussen, K.-L. & Møllerhagen, T. H. (2025). Praksislærerens dobbeltrolle som yrkesfaglærer og lærerutdanner i videregående skole. I A. L. Sylte, E. B. Hellne-Halvorsen, H. Hiim & N. Aakernes (Red.), Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet (Kap. 11, s. 281–306). Cappelen Damm Akademisk. https://doi.org/10.23865/cdf.267.ch11 Lisens: CC-BY 4.0 
Kunnskapsdepartementet. (2017). Lærerutdanning 2025: Nasjonal strategi for kvalitet og samarbeid i lærerutdanningene. https://www.regjeringen.no/contentassets/d0c1da83bce94e2da21d5f631bbae817/kd_nasjonal-strategi-for-larerutdanningene_nett.pdf 
Kversøy, K. S. & Hartviksen, M. (2018). Samarbeid og konflikt: To sider av samme sak: SØT-modellen (2. utg.). Fagbokforlaget.

General programme & session programme on Wednesday 10.6.2026