Vocational curriculum and pedagogy: an activity theory perspective.

Autor/in	Billett, Stephen
Titel	Vocational curriculum and pedagogy: an activity theory perspective.
Quelle	In: European educational research journal, 2 (2003) 1, S. 6-21Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 39; Abbildungen 2
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.1.11
Schlagwörter	Bildungsinhalt; Wissen; Erziehungsziel; Soziokulturelle Kompetenz; Anpassung; Handlungstheorie; Kognitive Kompetenz; Metakognition; Anthropologie; Soziale Entwicklung; Lernen; Praktisches Lernen; Curriculum; Curriculumentwicklung; Sozialgeschichte; Berufsbildung; Qualifikation; Schlüsselqualifikation
Abstract	This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. national competencies, national skills standards). Yet, these fail to account for the actual manifestations and requirements of the vocational practice and how judgements are made about performance. An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)