Learning by leaving. Towards a pedagogy for transnational mobility in the context of vocational education and training (VET).

Autor/in	Kristensen, Soren
Titel	Learning by leaving. Towards a pedagogy for transnational mobility in the context of vocational education and training (VET).
Quelle	In: European journal of education, 36 (2001) 4, S. 421-430Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 23
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Bildungstheorie; Bildungsforschung; Interkulturalität; Interkulturelles Lernen; Arbeitswelt; Mobilität; Berufsausbildung; Berufsbildung; Praxis; Europäische Union
Abstract	"Transnational mobility" has over the last decade become a household byword in VET policy discussions, not only in a European Commission-context, but also at national and regional level in Europe. ... However, despite the numbers of people and the finances involved, the area has so far failed to attract the attention of the VET research community. Practices 'out there' are based on assumptions and have seldom been underpinned by research, and no adequate theories have been developed to give a general sense of direction and coherence to the field. In this article the author presents the main conclusions of research undertaken to capture this new and largely uncharted area. For this purpose, a three-pronged approach has been adopted. The first consists in delineating its contours through the collection and analysis of empirical data. The second is a conceptual exercise, trying to construct an adequate theoretical framework, mainly by combining and adapting theories from neighbouring fields. The final line of the work has as its aims, by combining the outcomes from the first and second phases, to try and trace pathways towards a proper pedagogy for the activity of "transnational mobility" in a VET context. Due to the complexity of the field and the paucity of prior research and development activities, much of the exercise has been a heuristic one, with empirical and theoretical work undertaken concurrently. The overriding aim has been to identify and capture strategic points, leaving behind many pockets of resistence for a later stage. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)