Ett av folkhögskolans kännetecken är dess förmåga att samspela med sin tid och sin omvärld. Denna förmåga har genom historien bidragit till att den varit innovativ både vad gäller vilka kurser som erbjuds och vilken didaktisk praxis som tillämpas. I detta kapitel försöker vi beskriva och förstå denna folkhögskolans förmåga till didaktisk innovation. Vi kommer att undersöka fyra utbildningars respektive tillkomsthistoria. Frågan om vilka verksamheter som kan rymmas inom folkhögskolan och hur folkhögskolans idé kan nytolkas blir central när folkhögskolor förnyar sin verksamhet. I någon mening handlar kapitlet därmed om folkhögskolornas förnyelse, och hur utbildningsformens egenart är under ständig förhandling.

The use of simulation training as a teaching method to support vocational learning is growing in popularity within VET. However, there is scarce research on how students experience and make use of simulation training. Therefore, this study explores how VET students experience and reflect on simulation training as a method for learning vocational knowledge and skills. The empirical material is based on 27 group interviews with VET students (n = 43) from two different vocational education programmes at two upper secondary schools from 2019 to 2022. The researchers followed one class of students from the Natural Resource Use Programme and two classes from the Vehicle and Transport Programme. Drawing upon practice theory, the results discuss how and in what ways VET students value simulation training. Simulation training is only one part of students' learning, and the results show how they handle the differences between using the simulator to learn how to drive or driving an authentic machine. Students emphasise the lack of fidelity and difficulties enacting an embodied practice but also stress that the simulator places unreasonable demands on them as learners.

Våra dagliga liv och olika verksamheter är omöjliga utan det materiella. Det sociala livet består inte enbart av relationer mellan människor utan också av relationer mellan människor och det materiella. Aktör-nätverksteorin (ANT) handlar om samspel mellan människor och det materiella, och konsekvenser av dessa relationer.

This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students’ vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers’ work, roles and relatings.

Welcome to a new issue of the Nordic Journal of Vocational Education and Training(NJVET), which completes volume 13 of our journal. We want to create an activeforum for critical research on vocational and professional education and training,and we are proud that so many researchers in this area choose to submit andpublish their work in this journal. We are also thankful for the work completedby all our anonymous reviewers, whose efforts are invaluable for the quality ofthe research articles that are published.This issue includes five research articles from four Nordic countries: two articles from Norway, one from Finland, one from Sweden, and one written in cooperation between Finland and Denmark – an example of the broad interest in disseminating research findings through NJVET.

It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.