Literaturnachweis - Detailanzeige
| Autor/inn/en | Schaap, H.; de Bruijn, E.; Van der Schaaf, M. F.; Baartman, L. K. J.; Kirschner, P. A. |
|---|---|
| Titel | Explicating Students' Personal Professional Theories in Vocational Education through Multi-Method Triangulation |
| Quelle | In: Scandinavian Journal of Educational Research, 55 (2011) 6, S.567-586 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2011.555922 |
| Schlagwörter | Vocational Education; Competency Based Education; Theories; Concept Mapping; Interviews; Measurement Techniques; Secondary School Students; Foreign Countries; Netherlands |
| Abstract | Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students' personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students' personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories. (Contains 6 tables, 2 figures and 1 footnote.) (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 | 2017/4/10 |
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