Making Vocational Quality Visible Through Film – Research – Department of Teacher Education
Making Vocational Quality Visible Through Film
Much of the quality in professional practice is embedded in actions that are performed routinely and often remain unspoken. This project explores how video can be used as a tool for documentation and reflection to make quality in vocational work processes visible, analyzable, and open to discussion. The analysis focuses on how quality, tacit knowledge, professional judgement, and vocational competence are made visible through actions, visual representations, and verbal explanations.
Project periode
01.05.26-31.12.2028
Funding
NTNU
Research group
About the project
Making Vocational Quality Visible Through Film is a project that combines educational development with research on quality in vocational work processes. The project is carried out within the course DID3202 Vocational Research and Specialization.
Master's students in Vocational Education and Training (VET) create short films documenting a vocational task or work process that is representative of their vocational field. The films provide a basis for analysing quality, developing assessment criteria, and reflecting on the relationship between action, tacit knowledge, professional judgement, and vocational competence.
The aim of the project is to develop new knowledge about how master's students in VET assess and justify quality in vocational work processes when film is used as a basis for documentation, reflection, and dialogue.
The analysis focuses on how quality, tacit knowledge, professional judgement, and vocational competence are made visible through actions, visual representations, and verbal explanations. The analysis of the films is considered alongside students' reflections generated through group interviews. Particular attention is given to the relationship between what is demonstrated in practice and what is verbalised in subsequent reflections in order to explore how tacit knowledge and quality are made visible, interpreted, and given meaning.
In addition, reflective dialogues with teacher educators are conducted following each implementation of the instructional approach. These dialogues serve as a basis for evaluating and further developing the instructional approach throughout the project period.
The research project will contribute knowledge about:
- how master's students identify, describe, and assess quality in vocational work processes through the use of film as a basis for documentation
- how dialogue, reflection, and the development of assessment criteria can contribute to making professional judgement and tacit vocational knowledge visible in vocational practice
- how film-based learning activities can support learning, assessment practices, and knowledge sharing across vocational fields