Kari-Anne Helleberg Kverneggen

• Kverneggen, Kari-Anne; Schmid, Evi & Andresen, Silje (2026). From classroom to apprenticeship: vocational teachers’ pedagogical approaches to apprenticeship preparation in three vocational fields in Norway. Empirical Research in Vocational Education and Training. ISSN 1877-6337. 18. doi: 10.1186/s40461-026-00213-y. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Transitions from school to apprenticeship represent a critical stage in vocational education and training (VET), yet little is known about how vocational teachers prepare students for this shift. Drawing on focus groups and individual interviews with 37 teachers across three vocational programmes in Norwegian upper secondary VET, this study examines pedagogical approaches to apprenticeship preparation and how they are shaped by expectations of working life, vocational field characteristics and school context. We identified four recurrent approaches: classroom simulations of workplace settings, experience-based storytelling, mock interviews and biographical self-work, and facilitated reflection and discussion. Across programmes, teachers foregrounded domain-general competencies, such as punctuality, reliability, communication and cooperation, while embedding these in field-specific tasks and interactions. In Norway’s 2 + 2 model, this emphasis may appear counterintuitive, given that two years of school-based VET precede apprenticeship. The findings show how employer expectations are translated into situated teaching practices and underscore both the importance of school-based preparation and the need to scrutinise the prominence of behavioural regulation.

• Kverneggen, Kari-Anne Helleberg; Schmid, Evi & Andresen, Silje (2026). Vocational Teachers' Work at the Boundary of School and Work: A Scoping Review. International Journal for Research in Vocational Education and Training. 13(2), s. 237–260. doi: 10.13152/IJRVET.13.2.4. Fulltekst i vitenarkiv Vis sammendrag

  Context: VET programmes in most countries are organised as a combination of learning in schools and learning in workplaces, with elements of workplace learning ranging from a few hours of job shadowing to longer duration internships or full apprenticeships. While there is no doubt about the benefits of work-based learning opportunities for young people, combining school learning and on-the-job learning also poses challenges for learners. Learning in a school context and in the workplace are inherently different, with different rationales, cultures and purposes, and research has emphasised that students and apprentices often experience difficulties in their transitions between school and the workplace. Approach: This scoping review aims to systematically map the international research over the last two decades on vocational teachers’ work at the school-work boundary in upper secondary vocational education and training. Following a comprehensive search of seven databases, 18 studies from 10 countries were selected as eligible in line with predefined inclusion criteria. These articles were systematically screened by means of a coding scheme to identify the following information: country of origin of the study, its aim, research de­sign and methods, theoretical framework and key findings. Findings: Findings show that vocational teachers employ a range of school-specific and work-resembling activities and practices that can potentially facilitate student learning; however, there is a lack of research on the effects of teacher work on student learning and outcomes. Furthermore, the findings show that communication with workplace supervisors is in many ways crucial to the work of vocational teachers in their efforts to facilitate learning between school and the workplace. At the same time, however, teachers experience various obstacles to communication with workplaces, and there is a gap regarding evidence on how to address the challenges that teachers experience in their communication with workplaces. Conclusions: This review presents numerous examples of how vocational teachers can play a crucial role in supporting students and apprentices in their learning between the two learning environments. However, the findings highlight the need for quantitative, longitudinal and intervention studies to analyse the effects of different pedagogical and didactic approaches on facilitating learning between school and the workplace and to identify and evaluate measures to facilitate communication between teachers and workplace supervisors.

• 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. 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.

Se alle arbeider i NVA

• Kverneggen, Kari-Anne Helleberg; Schmid, Evi & Andresen, Silje (2026). Fra klasserom til læretid: Yrkesfaglæreres pedagogiske arbeid med å forberede elever til læretid i tre programområder i Norge. Fulltekst i vitenarkiv
• Solberg, Stine & Kverneggen, Kari-Anne Helleberg (2025). Vocational teachers as facilitators in the school-to-work transition. Presentasjon av prosjektet School4Work og foreløpige funn. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg (2024). Yrkesfaglæreres tilrettelegging i overgangen fra skolebasert læring til læreplass. Presentasjon av ph.d.-prosjekt. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg (2024). State of work, experiences and impressions from the interviews. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg (2024). Presentasjon av eget Ph.d.-prosjekt. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg & Hillen, Prof. Andrea Stefanie (2023). Yrkesfagelevenes mulighet til trene selvregulering. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg & Øgård, Monika (2021). Nå må skole og arbeidsliv stille opp for yrkesfagelevene. Fulltekst i vitenarkiv
• Kverneggen, Kari-Anne Helleberg & Øgård, Monika (2021). 'Boundary learning' mellom læringskontekstene bedrift og skole. Fulltekst i vitenarkiv

Se alle arbeider i NVA