Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Anu Raudasoja"'
Publikováno v:
Nordic Journal of Vocational Education and Training, Vol 14, Iss 1 (2024)
This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. Th
Externí odkaz:
https://doaj.org/article/f16db7789da6464c983d2b2f23b3a63c
Publikováno v:
Nordic Journal of Comparative and International Education, Vol 6, Iss 3 (2022)
Inclusion is understood in various ways in research, in documents guiding educational practices, and in stakeholders’ speeches. This study contributes to the European discussion on the ambiguity of inclusion by investigating the descriptions of Fin
Externí odkaz:
https://doaj.org/article/4654f4732c2341238d75ca87d680e960
Autor:
Sanna Ryökkynen, Anu Raudasoja
Publikováno v:
Nordic Journal of Vocational Education and Training, Vol 12, Iss 3 (2022)
The purpose of this study was to learn about Finnish VET representatives’ perceptions of inclusion. Discussions and research on inclusion in education have mainly concentrated on the comprehensive school context, although vocational education and t
Externí odkaz:
https://doaj.org/article/fe72112a69194c06ade81df8b37e7752
Autor:
Katariina Hakala, Ida-Maria Raudasoja, Anu Raudasoja, Suvi Lakkala, Raija Pirttimaa, Eerika Kiuru
Publikováno v:
Kasvatus
Ammatillisen koulutuksen opetusmenetelmät ovat kehittyneet koronapandemian vauhdittamina ja uusia opetuksen digitaalisia ratkaisuja on etsitty ja löydetty. Etätyöskentelyä ja lähiopetusta on yhdistetty digitaalisten sovellusten avulla ja pandem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7f19fc8753d25e9b7aa6e674ac69c2b9
https://doi.org/10.33348/kvt.130116
https://doi.org/10.33348/kvt.130116
Autor:
Soili Rinne, Anu Raudasoja
Publikováno v:
Vocational Guidance in Europe ISBN: 9783031065910
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::47219134d2a946b789a2a9dc7b3d2417
https://doi.org/10.1007/978-3-031-06592-7_3
https://doi.org/10.1007/978-3-031-06592-7_3
Publikováno v:
Oslomet-Oslo Metropolitan University
Inclusion is understood in various ways in research, in documents guiding educational practices, and in stakeholders’ speeches. This study contributes to the European discussion on the ambiguity of inclusion by investigating the descriptions of Fin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d84886b86ef54bfbe2449da51cf38938
https://journals.oslomet.no/index.php/nordiccie/article/view/4818
https://journals.oslomet.no/index.php/nordiccie/article/view/4818