The research group develops knowledge to support and further develop teaching and learning in varied learning arenas – such as nature and the local environment, urban spaces, physical education facilities and other practical-aesthetic learning arenas – across subjects and levels in school.
The group is formed on the basis of the national project Research-based teaching and collaboration on learning in physical education (FUSK), and wants to broaden the perspective to more disciplines and learning contexts.
We are particularly concerned with how teaching is planned, carried out and experienced when learning takes place in nature, local environments, urban spaces, physical education arenas and other practical-aesthetic learning environments.
The group has investigated the interaction between curriculum, teaching, learning and assessment, and the intentions of LK20 are realized and interpreted in specific teaching situations.
The research group works practice-based and in close collaboration with schools, teachers and school owners, and aims to develop knowledge that is relevant to both school and teacher education.
Head of research group
Members
More about the research group
Vocational education and training in Norway is based on tripartite cooperation between education authorities, trade unions and employers' organisations, in line with Convention No. 142 adopted by the International Labour Organization (ILO).
There are therefore many stakeholders and actors who participate in the development of educational programmes. Schools, institutions that accept trainees and organisations that organise them, are part of the education system, and the different stakeholders should work as a team. There are also many online training programmes and digital learning support systems initiated by both industry organisations and private actors.
In recent years, we have seen that the training pathways in vocational education and training open up for alternative/parallel paths in addition to the current 2+2 model (2 years in school, 2 years in an apprenticeship company). For instance, students can get a certificate of practice, exchange model, certificate of apprenticeship at work, module-based certificates and combined vocational and study qualifications.
In the current public curriculum (Fagfornyelsen, K20, 2020), the structure of several of the vocational education programmes is different from what it used to be, with a general part and subject curricula. Several of our projects are related to the introduction and assessment of the public curriculum.
Restructuring in working life will increasingly place demands on new and changed skills. Vocational subjects are also characterised by diversity and gender bias and adults with other educational and experience backgrounds. This applies at all levels – including in higher education. Assessment and valuation of prior learning will therefore be central.
Collaborators
- University of South-Eastern Norway
- University of Agder
- Norwegian School of Sport Sciences
- Western Norway University of Applied Sciences
- NLA University College
