Stakeholders' Conceptions of Connecting Learning at Different Sites in Two National VET Systems

Autor/inn/en	Sappa, Viviana; Choy, Sarojni; Aprea, Carmela
Titel	Stakeholders' Conceptions of Connecting Learning at Different Sites in Two National VET Systems
Quelle	In: Journal of Vocational Education and Training, 68 (2016) 3, S.283-301 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2016.1201845
Schlagwörter	Stakeholders; Vocational Education; Competency Based Education; Comparative Analysis; Comparative Education; Teaching Methods; Program Descriptions; Vocational Schools; Trainers; Apprenticeships; Semi Structured Interviews; Workplace Learning; Educational Attitudes; Foreign Countries; Educational Practices; Postsecondary Education; Australia; Switzerland + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Ausbildungslehrer; Trainer; Apprenticeship; Lehre; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Bildungspraxis; Post-secondary education; Tertiäre Bildung; Australien; Schweiz
Abstract	Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful knowledge and understandings. The quality of connectivity and learning outcomes is influenced by conceptions of the different actors. The aim of the research reported in this article was to gain an understanding of key stakeholders' (learners, teachers, trainers and managers/coordinators) conceptions of connections between school-based and work-based learnings which offer the main sources for developing vocational competence, and are the main sites for the enacted and engaged curriculum for VET. We identify and compare conceptions of vocational learning and teaching across education and workplace settings in Swiss and Australian VET actors. Differences and similarities are discussed and implications for VET research and development of teachers and trainers are outlined. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01