Praksislærerens dobbeltrolle som yrkesfaglærer og lærerutdanner i videregående skole
Year: 2025
Type: book-chapter
Abstract: This chapter explores how vocational teachers in upper secondary schools perceive their role as mentors for vocational teacher students during their pedagogical practice. Our research question is: How do mentors in upper secondary schools understand and perform their role as vocational teacher educators? The study is based on qualitative data from students and mentors in the health and social care (HO) program and the hairdressing, floral design, interior design, and visual merchandising (FBIE) program. The theoretical framework is based on identity and role theories. The results show that vocational teachers experience a loyalty conflict between their role as vocational teachers and their role as teacher educators. Practice teachers seem to identify more with the role of vocational teacher than with the role of Teacher Education in School (LUSY). Unclear role understanding and weak identification with the role of teacher educator may lead to varying practices and expectations regarding follow-up and guidance during the practicum period. The study highlights the need for closer cooperation between the practice field and teacher education at universities to strengthen the quality of vocational teacher education.
Language: Norwegian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4415323380