Pedagogical theory arising from general education has long dominated discourse in both research and policy-making in education: this is also evident in vocational studies. Today, both locally and internationally, the complex processes of vocational pedagogy play a central role in the discussions. Work-based learning, the master-apprenticeship learning tradition, and the pedagogy of vocations and professions are all important concepts in on-going education policy debates. Contradictions between different learning traditions are clearly evident in vocational pedagogy: learning according to the workshop traditions or learning in the classroom, vocational theory and general theory, learning at school and learning in a work situation. This book is based on research in Norway and examines problems of teaching and learning in relation to vocational curricula of upper secondary schooling, apprentices’ experiences and masters thesis-writing in the field of vocational pedagogy. The book also explores the question of vocational education and gender, today and in the past.
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2006. 230 pp.
Contents: Work, Learning, and Vocational Education – Reform 94: Was the Way Forward the Way Back? – What Do I Need Theory
For? I’m Going to Be a Printer – Learning and Meaning in Vocational Education: Lev Vygotsky and John Dewey on Vocational Pedagogy
– Working Life as a Learning Arena – Dinner through Text: A Social History of How Home Economics Teaching Entered the School
System – From Factory and Housework to Oil and Caring: Changes in Girls’ Education in the Vocational Fields during the Years
of Reform 94 – Women and Apprenticeship: Industrial, Technological, Skills- and Gender-Related Changes in the Printing
Industry in Norway – Bridging Praxis and Research: Vocational Teachers on the Journey from Work to Learning, from Learning
to Work – Workshop Learning and the Education of the Future.