Changing learner identities in the transition from education to training in VET

Research topic/aim Educational research has focused on the importance of practical learning for the development of motivation for and engagement in learning for de-motivated students and low-achievers in secondary school. The Norwegian vocational education system (VET) consists of two years in school and two years in apprenticeship, and the transition from school based education to workplace learning is crucial for supporting learning and completion of education for many students. Several explanations for this has been mentioned; Learning from tacit practice to theoretical knowledge supports learning in students who react negatively to books, reading and theoretical knowledge. The involvement and authentic, interactive nature of the work place learning fosters comprehensive and integrated knowledge (Pratt 1998). Inclusion and identification with communities of practice provides learning and worker identity, illustrating the intertwinement of the two as two sides of the same coin (Lave & Wenger 1991). A focus on learning identity (Wortham 2005) can reveal the importance of self-understanding and positioning for learning and completion of education. What are the content of the learner identities in school and in training described by VET students themselves? In what way are school and work environments of importance for the identification process into different types of learner identities? Are there sides to these identities that seem to contribute to or hinder motivation, engagement and learning? Theoretical framework The theoretical framework of the study is inspired by socio-cultural learning theory and Stanton Wortham’s perspective on learner identities, as well as Lave & Wenger’s concept of communities of practice. Methodology/research design The analyses are based on qualitative school life-history interviews with 21 male VET students (age 18-21) in apprenticeship in the Norwegian VET system, applying an analytical focus on narratives, discourse and identification as a meaning making process (Stuart Hall 1996). Expected conclusions/findings Preliminary analysis shows how the life stories of the students are characterised by negative stories of learning, detachment, lack of engagement and of failure. Their understanding of themselves are often that they have particular difficulties like reading difficulties, ADHD or other ‘diagnoses’, and that their schooling is a constrant struggle to keep up or to make up for this. Many also tell stories of giving up and being on the verge of dropping out and lack of homework for instance. Relationships to peers outside school represent joy and humour in their stories. These stories stand in stark contrast to their stories as apprentices, where there are engagement, humour, development, community, mature reflection and pride in their work and in their work place. Their identity changes from a ‘poor student’ learner identity, to a ‘good, adult worker’ identity, masking the learning that takes place in informal, practical work. At the same time, their positional identity changes from subdued in the student-teacher relationship, to a peer relationship to work mates, tasks and responsibilities. Relevance In most of the Nordic countries, apprenticeship has had a strong legitimacy in VET education. However, with increasing weight on qualifications and demands for higher education, lack of unskilled work and apprenticeships, stronger argumentation for control over learning, the master/apprenticeship model for learning is under pressure. In addition, poor completion rates in VET in Norway underline the importance of understanding positive processes of learning and completion in VET. There is a lack of research on VET in general, and on learning in VET in particular.