Interactions in Vocational Education: Negotiation of Meaning of Students and Teaching Strategies

Autor/inn/en	Schaap, Harmen; van der Schaaf, Marieke; de Bruijn, Elly
Titel	Interactions in Vocational Education: Negotiation of Meaning of Students and Teaching Strategies
Quelle	In: Studies in Continuing Education, 39 (2017) 1, S.52-70 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2016.1234451
Schlagwörter	Foreign Countries; Vocational Education; Teacher Student Relationship; Interaction; Educational Strategies; Social Work; Information Technology; Small Group Instruction; Interdisciplinary Approach; Interpersonal Communication; Discourse Analysis; Metacognition; Intervention; Occupations; Differences; Career Exploration; Comparative Analysis; Multivariate Analysis; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lehrstrategie; Soziale Arbeit; Informationstechnologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interpersonale Kommunikation; Diskursanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beruf; Berufsumfeld; Unterscheiden; Berufserkundung; Multivariate Analyse; Niederlande
Abstract	This study aimed to describe verbal student--teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n teachers = 5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups = 5) discussing vocational core problems. Each group held five discussions (n discussions = 25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5-8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01