Collaborative Business Planning in Initial Vocational Education and Training

Autor/inn/en	Laine, Kati; Hämäläinen, Raija
Titel	Collaborative Business Planning in Initial Vocational Education and Training
Quelle	In: Journal of Vocational Education and Training, 67 (2015) 4, S.497-514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2015.1063000
Schlagwörter	Foreign Countries; Vocational Education; Cooperative Learning; Entrepreneurship; Qualitative Research; Case Studies; Vocational Education Teachers; Computer Assisted Instruction; Interviews; Students; Woodworking; Finland + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Kooperatives Lernen; Unternehmungsgeist; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausbilder; Computer based training; Computerunterstützter Unterricht; Interviewing; Interviewtechnik; Student; Schüler; Schülerin; Studentin; Holzbearbeitung; Finnland
Abstract	There is a growing demand to enhance entrepreneurship. This study aims at producing knowledge that can assist teachers in designing and supporting collaborative learning of entrepreneurship in vocational education. A qualitative case study approach was adopted. The outcome of this study provides a better understanding of the factors that hinder and enable collaboration, as related to entrepreneurship education in initial vocational education and training. In practice, nine dimensions of descriptive factors that hindered the exercise and nine distinct descriptive factors that acted as enablers were identified. This study suggests that, although the script of the learning task creates the setting for collaborative learning, the positive style of working together seals the successfulness of the exercise. Moreover, designing the complexity of the computer-supported collaborative learning task seems to be a challenging process that balances between being simple enough and yet offering sufficient complexity. Finally, the findings illuminate the teacher's support as a valuable part of the collaborative learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01