Applied vocational teacher education - current teaching and students experienced relevance

Authors

  • Ann Lisa Sylte Oslo and Akershus University college
  • David Jahanlu Oslo and Akershus University college

DOI:

https://doi.org/10.7577/sjvd.2010

Keywords:

Key words, Professional oriented, relevance, vocational teacher, content, teaching methods

Abstract

One of the key issues in preventing high school drop-outs is “relevance in education”. The lack of coherence between theory and practice, could lead to increasing drop-outs in both vocational and professional programs, such as teacher-training. This study aimed to investigate the relevance between the perceived content of the curriculum and teaching methods in today’s vocational teacher training programs. A quantitative survey was conducted at the vocational teacher study program, Oslo and Akershus University College in Norway. The results show that the relevance between contents and teaching methods might be perceived, when theory is based on vocational task, and when theory and practice, are related. Likewise, when there are variations in the use of teaching methods appropriate to students' learning assumptions. Therefore, the focus on relevance in training and contents might help the future teachers to reduce the level of dropouts in high schools.

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Author Biographies

Ann Lisa Sylte, Oslo and Akershus University college

Faculty of Education and International studies

David Jahanlu, Oslo and Akershus University college

Faculty of health sciences

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Published

2017-04-10

How to Cite

Sylte, A. L., & Jahanlu, D. (2017). Applied vocational teacher education - current teaching and students experienced relevance. Scandinavian Journal of Vocations in Development, 2. https://doi.org/10.7577/sjvd.2010

Issue

Vol. 2 (2017)

Section

Scientific Articles

License

Copyright (c) 2017 Ann Lisa Sylte, David Jahanlu

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