Kari-Anne Helleberg Kverneggen

• Johannesen, Hedvig Skonhoft; Kverneggen, Kari-Anne Helleberg & Øgård, Monika (2022). Læring på tvers: Hvordan kan yrkesfaglæreren legge til rette for boundary learning for elever i arbeidslivspraksis? Nordic Journal of Vocational Education and Training. ISSN 2242-458X. 12(1), s. 51–75. doi: 10.3384/njvet.2242-458X.2212151. Fulltekst i vitenarkiv Vis sammendrag

  A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subject vocational in-depth study (YFF)? The methodological approach is qualitative interviews with vocational teachers and the systematic developmental work of vocational didactics by vocational teachers at one school. Our study focuses on boundary learning using the theoretical approach from Akkerman and Bakker (2011a). The findings show how vocational teachers develop and use boundary objects such as systematic reflection and subject based assignments to connect work-based learning from YFF to school-based learning. Further, a systematic development of vocational didactics is possible with a new proposed model of vocational didactics for boundary learning. The conclusion discusses how a developmental approach in the vocational teacher group combined with theore-tical concepts could enhance the students workplace and boundary learning.

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• Kverneggen, Kari-Anne Helleberg & Hillen, Prof. Andrea Stefanie (2023). Yrkesfagelevenes mulighet til trene selvregulering.
• Kverneggen, Kari-Anne Helleberg; Egeland, Frank & Hillen, Prof. Andrea Stefanie (2023). Vocational teachers adapting their instruction in times of changes and challenges regarding the phenomenon of self-regulation. Vis sammendrag

  In the south of Norway, teachers and students were asked about the pandemic by interviews, focus-groups, and questionnaire. When the lock-down started no measures were given by the school administration with the exception to teach digitally. Hence, teachers on their own needed to developed ways and methods to teach and reach their students. The study relates to students with have chosen a professional subject in upper secondary school. Students' own responsibility is mentioned in the core curriculum, but it is the teacher who has most of responsibility for students to become self-regulated. When parents are working and teachers online, it may be difficult that students establish responsibility for themselves. Hence, the experiences from homeschooling are important to take further in the student's learning process. Against this background we ask, how did the teachers change their own (digital) teaching that student could practice self-regulated learning (SRL) and responsibility for themselves? Videoclip: https://video.uia.no/media/t/0_cdjae23u

• Kverneggen, Kari-Anne Helleberg & Egeland, Frank (2022). Elevenes selvregulering ​ i en tidlig fase av Covid 19 - pandemien En deskriptiv studie.
• Kverneggen, Kari-Anne Helleberg & Øgård, Monika (2021). Nå må skole og arbeidsliv stille opp for yrkesfagelevene . Fædrelandsvennen. ISSN 0805-3790.
• Kverneggen, Kari-Anne Helleberg & Øgård, Monika (2021). 'Boundary learning' mellom læringskontekstene bedrift og skole.

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