Extended Teams in Vocational Education: Collaboration on the Border

Autor/inn/en	Mazereeuw, Marco; Wopereis, Iwan; McKenney, Susan
Titel	Extended Teams in Vocational Education: Collaboration on the Border
Quelle	In: Educational Research and Evaluation, 22 (2016) 3-4, S.194-212 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2016.1247727
Schlagwörter	Vocational Education; Teamwork; Work Environment; School Business Relationship; Professional Education; Questionnaires; Meetings; Professional Development; Interpersonal Relationship; Focus Groups; Interviews; Intellectual Development; Communities of Practice; Engineering Education; Teacher Attitudes; Teacher Educators; Secondary School Teachers; Accounting; Business Administration; Work Experience; Supervisors; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Arbeitsmilieu; Berufsausbildung; Fragebogen; Meeting; Tagung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Mental development; Geistige Entwicklung; Community; Ingenieurausbildung; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Abrechnung; Buchführung; Buchhaltung; Business economics; Betriebswirtschaft; Employment experience; Job experience; Occupational experience; Berufserfahrung; Ausland; Niederlande
Abstract	Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school-workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings, questionnaires, focus groups, and interviews yielded triangulation of data pertaining to dimensions of team work and professional growth of individual team members. Five of the 6 teams showed marked changes for team functioning, especially with regard to social ties and intellectual building as well as needs for new knowledge. Analysis of individual professional growth indicated that working in an ET contributed to understanding the other context, and altering views of what can be achieved by and for students. We conclude that ETs hold potential for strengthening school-workplace connections, but note that they did rely heavily on external support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01