Yrkesfaglærerens profesjonsfaglige digitale kompetanse i et yrkesdidaktisk perspektiv (PRODYRK)

- Et innovasjons- og designforskningsprosjekt med søkelys på lærings- og dokumentasjonssystemer

Abstract

Research on vocational teachers' professional digital competence (PDC) is limited, and existing research and qualification frameworks do not fully account for the specific characteristics of vocational teachers. This PhD study explores vocational teachers' PDC through a literature review and empirical research, focusing on the use of learning and documentation systems in vocational education. The aim is to contribute to international discussions on research and qualification frameworks for vocational teachers' PDC, methods for knowledge development, and offer new insights to research on vocational didactics through illumination of vocational teachers' PDC in practice. The study employs a multi-methodological design, following two research trajectories after the initial literature review; (1) participation in an innovation project funded by the Norwegian Research Council (NFR), a large-scale design-based study where VET-actors tested and adjusted digital learning and documentation tools; (2) two development projects in skin care at an upper secondary school, conducted as case studies where I acted as a practitioner-researcher. Both contexts were structured as innovation projects with design-based research elements, emphasizing local testing and experience exchange. Design criteria for e-Portfolio systems were presented and discussed with teachers, school leaders, workplace supervisors and system developers, both initially and during development and testing. The empirical material was analysed to illuminate the themes and objectives of the doctoral project: How vocational teachers' PDC can be understood and studied, and what competencies they need to implement up-to-date, technology-supported vocational didactics. The theoretical conceptual framework draws from sociocultural theory, focusing on boundary-crossing and the use of boundary objects, along with an actor- and system-oriented perspective on vocational didactics. Research on PDC and the use of digital technology that promotes learning is central for vocational teachers’ profile. The thesis is article-based, and the comprehensive introduction (“kappa”) address the research question: How can vocational teachers' professional digital competence be understood from a vocational didactics’ perspective? Article 1 is a literature review exploring a conceptual model for vocational teachers' digital competence development. The study identified four key topics for further research: school-work connections, vocationally specific didactics, adaptive pedagogy, along with technological and digital confidentiality. The findings suggest the need for both generic and vocationally specific digital competencies, including professional roles, the use of digital resources, and collaboration with working life. It also highlights the importance of technology-enhanced vocational-specific didactics adapted to students’ skill levels and integrated with workplace practices. The study underscores the need for a process- and action-based framework adapted to vocational teachers' PDC. Article 2 examines the development of vocational teachers' digital competence while implementing blogs as boundary objects through practitioner research. Results show how teachers and workplace trainers collaborate and guide students in marketing youth enterprises and skin care through blogs and learning platforms. The development of PDC is identified as hybrid competencies: up-to-date digital professional practice, multimedia competence, ethical technology use in education and working life, and development of technology-supported learning processes. The study highlights how competence development required continuous reflection and practice reorganization in response to rapid technological development, rather than simply learning to use the blog as a tool. Article 3 investigates variations in ePortfolio and documentation system use across vocations. Results validate the conceptual model for vocational teachers' digital competence from article one. and emphasize the need to develop digital boundary-crossing training practices. Vocational teachers must be able to use ePortfolio systems for different didactical purposes; - the use of multimedia for authentic assessment, - training for vocational-specific documentation, and - the development of more interdisciplinary and holistic documentation practices. An adaptive approach is required for developing a Personal Learning Environment (PLE), where the teacher supports students' motivation, vocational engagement, and ethical insight. The study shows that successful development of PDC depends on connectivity to technology and collaboration with workplace trainers, as well as overcoming organizational and political barriers for effective implementation. Considering the research review, methodological reflection, and theoretical perspectives in the thesis, I have discussed the results of the sub-projects as a whole and presented the Ph.D. study’s overall contributions within a DualConnect Framework for Vocational Teachers’ PCD. The results are interpreted within a theoretical framework inspired by the themes in the conceptual model from article one. This strategy was chosen to meet the need for more guiding and context-sensitive competence descriptions for vocational teachers and to address the main research question. The results contribute to a knowledge base for quality development in vocational education and training, vocational teacher education, and further education for vocational teachers’ PDC.