Transcript Lysbilde 1

AKERSHUS UNIVERSITY COLLEGE
Research based implementation of
the new corriculum frame work
in vocational education – with
focus on relevans
Ellen Bjerknes, Hilde Hiim, Trond Smistad,
Jan Stålhane and Grete Haaland Sund
Akershus University College,
Nov 2007, Carn conference
Carn conference, 09.11.2007
AKERSHUS UNIVERSITY COLLEGE
The project: KIP - AF
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
•
•
•
•
Teachers from 60 high schools
All the 9 vocational education programs
14 action researchers
Combined with studies in vocational
pedagogical innovation 15 – 60 sp
• 40 masterstudents
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Differenciation based on individual
interests
1. Wide introduction to a task or
a common learning goal
2. Basic excersices
3. Work chosen by the individuals,
based on the individuals interests and their plans for the future
4. Sharing of experiences, reflection,
evaluation and mutural learning
5. Individual reflection and evaluation of
learning prosess and result
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Categories for analysing the findings
• Relevance
• Meaning
• Participation
For all the projects in KIP - AF
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Problem and Research issue
• How can we develop a relevant vocational
education for the individual, the trade and
the workplace?
• How can a relevant vocational education be
realised through an action research
cooperation between action researchers,
teacher educators, teachers and students
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Main goals
• Contribute to development of a vocational education, relevant for the
trades, the companies and the individuals within all the nine
vocational programs at High school level
• To document different interpretations of the national corriculum, and
how this is implemented through a systematic developing prosess,
where teachers do reseach within their own daily educational work
together with their colleges and students, supported by action
reseachers/ teacher educators
• To document vocational didactic knowledge about what is the content
and didactical strategies and methods in a relevant education in the
nine vocational programs.
• To develop teachers’, leaders’ and teacher educators’ competence
conserning innovation, development projects concerning
school/organisation development and pedagogical action research
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Common method in different ways
PROGRAM
- Charing experiences
- common reflection
- Wanted topic (from the participants)
- Concretize plans for the next period
WORK BETWEEN THE PEDAGOGIC
WORKSHOPS
The participating groups plan, make the changes
and evaluate their work in their own way, within
the common frames in the project.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Background
• Lack of relevance is a main challange in the
Norwegian vocational education, especially
in the basic year
• Result: demotivation, studets experience of
meaningless and nonrelevant education and
drop-outs
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Relevans – the three perspectives
• The individual perspective
• The trade and business perspective
• The society perspective
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Tendencies one year after – problems in KIP-AF
• Mandatory modules for all the students
Basic
group
Basic
group
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
- Common strategy in KIP – AF:
differensiation based on individual interrests
Basic
group
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• Dokumentation and use of ICT on the
premises of the individuals and the trades
• Integrated connection between
– The different subjects within the spesific level
of the vocational education
– The three different levels in the vocational
education
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• Competence concerning the whole working
prosess
Cooperation
Creativity
Effectivness
Invironmentally
consciousness
Order
1. Defining the 2. Planning
work
Independence and
responsibility
3. Producing 4. Evaluation 5. Learning
NEXT WORK
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Challenges
• Theese problems are connected to a traditional
understanding of the term knowledge, where
vocational knowledge more or less is understood
as the use of theory
• KIP – AF will meat theese challenges in different
ways, by developing strategies and methods for
relevant education for both the individuals and
trades
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
METHODOLOGICAL
PRINCIPLES IN A STRATEGY
FOR TEACHER RESEARCH
A main concern in our project is that
teachers learn to lead and document
educational change.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
A pragmatic perspective on teacher
knowledge and research
Vocational and professional concepts are
developed through primary experience
with and reflection on occupational
functions or tasks.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
A main occupational function in
professional teacher work
- may be defined as “cooperation on
planning, carrying through, evaluating and
critically analysing teaching and learning
processes”, or “didactics”.
Educational action research may be seen as
systematic research in this task.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
The research question may be
formulated as a question of how:
“How can education that is relevant to
pupils’ occupational interests and to the
professional needs of the occupation be
developed?”
The point is to develop examples that show
how.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
A pedagogic (didactic) model of
reflection on educational work:
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
The model functions as a common set of
educational concepts for teachers and
pupils. This makes it easier to make
common decisions on educational work.
(Structured in circles of plans, experience
and reflections)
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• In a practical, vocational tradition of
knowledge there has been no division
between knowledge and action, between
work and concept.
• Knowledge is expressed in work – for
instance in the process of how educational
work is carried through.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• Research aimed at the development and
documentation of teacher knowledge must show
essential tasks in educational work, how the work
is performed, and how it is experienced.
• The issue of teacher research may be seen as
improving parts of the work that do not function
adequately, and as documenting improvement
processes.
• In documentation, teacher experience and practice
must be expressed in accordance with the way it
shows itself in daily work.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• Teacher research should clarify central phenomena in
professional teacher practice, through a circular structure
where for instance the concept of “relevant vocational
education” is made gradually more explicit and concrete
through dealings with daily challenges over time
• The aim of teacher research is to describe and show
examples of action, reasoning and reflection.
• It is necessary to express the multitude aspects of
experience – understanding, actions, feelings, values…
• General concepts, for instance of relevance, have meaning
related to contextual descriptions.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
A critical perspective on teacher
knowledge and research
• Hermeneutic approaches have been
criticized for a lack of distinction between
interpretations induced by habit and power,
and valid interpretations of e.g. education.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• A main purpose in teacher work and research may
be seen as organizing and showing examples of
education as a critical process.
• In this process, participants criticize pedagogical
framework conditions, goals and objectives,
educational content and subject matter, methods of
teaching and learning, and forms of evaluation and
assessment.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• From a critical perspective, education should be
organized through wide frames, making it possible
for teachers and pupils to influence and change
structures and systems. Teacher research is not
aimed at developing final interpretation systems or
fixed procedures.
• Critique of curriculum frameworks as instruments
of power in the educational system is important in
our project.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• Action research inspired by Habermas has been
criticized for a relatively one sided focus on verbal
argumentation, and a relatively one sided
cognitive approach.
• The critique is related to a division between
understanding or plans on one side, and action on
the other. Planning, organizing and argumentation
may be more focused than the actual, lived
experience of educational processes and work.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• According to Habermas, it is problematic to
transfer general moral principles to moral
action – it can be seen as a question of
transferring knowledge to action. This
implies a kind of split between theory and
practice that creates problems in education
and educational research.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
• An approach more inspired by Wittgenstein is that
the principle or concept primarily exits in it´s use.
• “Relevant vocational education” can only be
understood through the experience of examples,
showing its meaning.
• The teacher researcher may contribute to develop
and document practical experience, and show
possible interpretations of central educational
concepts.
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
Three examples
• KIP – ØR
• KIP – PV
• KIP - Strømmen
Akershus University College,
Nov 2007, Carn conference
AKERSHUS UNIVERSITY COLLEGE
KIP
KIP--ØR
ØR
An educational action research
project in the Øvre Romerike
region
Akershus University College,
Nov 2007, Carn conference