Supporting Apprentices' Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training

Autor/inn/en	Sauli, Florinda; Wenger, Matilde; Berger, Jean-Louis
Titel	Supporting Apprentices' Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training
Quelle	In: Research in Post-Compulsory Education, 26 (2021) 4, S.387-409 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berger, Jean-Louis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2021.1980660
Schlagwörter	Apprenticeships; Vocational Education; Work Experience Programs; Job Training; Education Work Relationship; Foreign Countries; School Business Relationship; Alignment (Education); Educational Quality; Switzerland + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Ausbildung; Berufsbildung; Berufsqualifizierender Bildungsgang; Ausland; Quality of education; Bildungsqualität; Schweiz
Abstract	In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices' experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01