Researching Graduates' Lived Experiences of Vocational Learning

Autor/in	Leach, Tony
Titel	Researching Graduates' Lived Experiences of Vocational Learning
Quelle	In: Research in Post-Compulsory Education, 17 (2012) 2, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2012.673919
Schlagwörter	Vocational Education; Educational Experiments; Student Experience; Phenomenology; Graduate Surveys; Interviews; Mail Surveys; Communities of Practice; Hermeneutics; Professional Identity; Apprenticeships; Teamwork; Group Dynamics; Work Environment; Industrial Psychology; Job Satisfaction; Organizational Climate; Organizational Culture; Organizational Development + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schulversuch; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Erhebungsinstrument; Community; Hermeneutik; Apprenticeship; Lehre; Gruppendynamik; Arbeitsmilieu; Betriebspsychologie; Industriepsychologie; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Organisationsklima; Unternehmenskultur; Organisationsentwicklung
Abstract	The aim of this article is to exemplify the value of using a phenomenological approach when investigating graduates' lived experiences of vocational learning. For this study, qualitative data was obtained during a series of email interviews with 35 participants. As a group they are highly aspirational and, during their graduate studies, were employed as teaching or higher-level teaching assistants in schools. The importance of this group lies in their potential contribution to the wider, international discourse concerning vocational learning and graduate employability. The research underlines the extent to which organisations are "sites of struggle" wherein opportunities for vocational learning arise as part of people's everyday collective work, and when "acting up" an absent person's role. Likened to a "lived" apprenticeship in participant narratives, vocational learning is seen to be negotiated within, and at, the boundaries of working groups, and played out through the dynamics of human relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10