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Continuously developing and learning while teaching second language students. Four storied narratives of accomplished VET teachers

Journal article
Authors Ingrid Henning Loeb
Published in International Journal of Training Research
Volume 18
Issue 1
Pages 68-83
ISSN 1448-0220
Publication year 2020
Published at Department of Education, Communication and Learning
Pages 68-83
Language en
Links dx.doi.org/10.1080/14480220.2020.17...
Keywords VET teachers, site-based learning, knowledge-of-practice, storied, narrative, practice architectures, education, Education & Educational Research
Subject categories Pedagogy

Abstract

This article builds on studies that analyze how accomplished teachers in VET in Sweden undertake educational challenges and develop their teaching and support of second language learners. Two overarching research questions informed the study: How are educational challenges described by the teachers and what pedagogy and methods are they developing in their teaching practice, in order to face the described challenges? What enabling and constraining conditions for continuing professional learning can be identified? The results from four in-depth interviews with teachers make up the empirical body and provide a rich picture of how accomplished VET teachers are involved in continuous learning while developing their teaching practice. The final part is a comprehensive analysis, where the results are discussed with concepts from the theory of practice architectures.

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