1. Akershus University College, Nov 2007, Carn conference 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 Carn conference, 09.11.2007

2. Akershus University College, Nov 2007, Carn conference The project: KIP - AF AKERSHUS UNIVERSITY COLLEGE

3. Akershus University College, Nov 2007, Carn conference 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

4. Akershus University College, Nov 2007, Carn conference Differenciation based on individual interests 1. Wide introduction to a task or a common learning goal 2. Basic excersices 4. Sharing of experiences, reflection, evaluation and mutural learning 3. Work chosen by the individuals, based on the individuals interests and their plans for the future 5. Individual reflection and evaluation of learning prosess and result AKERSHUS UNIVERSITY COLLEGE

5. Akershus University College, Nov 2007, Carn conference Categories for analysing the findings Relevance Meaning Participation For all the projects in KIP - AF AKERSHUS UNIVERSITY COLLEGE

6. Akershus University College, Nov 2007, Carn conference 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

7. Akershus University College, Nov 2007, Carn conference 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

8. Akershus University College, Nov 2007, Carn conference 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

9. Akershus University College, Nov 2007, Carn conference 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

10. Akershus University College, Nov 2007, Carn conference Relevans – the three perspectives The individual perspective The trade and business perspective The society perspective AKERSHUS UNIVERSITY COLLEGE

11. Akershus University College, Nov 2007, Carn conference Tendencies one year after – problems in KIP-AF Mandatory modules for all the students Basic group AKERSHUS UNIVERSITY COLLEGE

12. Akershus University College, Nov 2007, Carn conference - Common strategy in KIP – AF: differensiation based on individual interrests Basic group AKERSHUS UNIVERSITY COLLEGE

13. Akershus University College, Nov 2007, Carn conference 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

14. Akershus University College, Nov 2007, Carn conference Competence concerning the whole working prosess AKERSHUS UNIVERSITY COLLEGE CooperationCreativity Independence and responsibility Effectivness Invironmentally consciousness Order 1. Defining the work 2. Planning3. Producing4. Evaluation5. Learning NEXT WORK

15. Akershus University College, Nov 2007, Carn conference 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

16. Akershus University College, Nov 2007, Carn conference 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

17. Akershus University College, Nov 2007, Carn conference 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

18. Akershus University College, Nov 2007, Carn conference 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

19. Akershus University College, Nov 2007, Carn conference 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

20. Akershus University College, Nov 2007, Carn conference A pedagogic (didactic) model of reflection on educational work: AKERSHUS UNIVERSITY COLLEGE

21. Akershus University College, Nov 2007, Carn conference 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

22. Akershus University College, Nov 2007, Carn conference 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

23. Akershus University College, Nov 2007, Carn conference 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

24. Akershus University College, Nov 2007, Carn conference 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

25. Akershus University College, Nov 2007, Carn conference 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

26. Akershus University College, Nov 2007, Carn conference 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

27. Akershus University College, Nov 2007, Carn conference 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

28. Akershus University College, Nov 2007, Carn conference 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

29. Akershus University College, Nov 2007, Carn conference 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

30. Akershus University College, Nov 2007, Carn conference 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

31. Akershus University College, Nov 2007, Carn conference Three examples KIP – ØR KIP – PV KIP - Strømmen AKERSHUS UNIVERSITY COLLEGE

32. Akershus University College, Nov 2007, Carn conference KIP - ØR AKERSHUS UNIVERSITY COLLEGE KIP - ØR An educational action research project in the Øvre Romerike region