Development of Students' Personal Professional Theories in Senior Secondary Vocational Education

Autor/inn/en	Schaap, H.; Van der Schaaf, M. F.; de Bruijn, E.
Titel	Development of Students' Personal Professional Theories in Senior Secondary Vocational Education
Quelle	In: Evaluation & Research in Education, 24 (2011) 2, S.81-103 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
Schlagwörter	Foreign Countries; Secondary School Students; Competency Based Education; Vocational Education; Conventional Instruction; Workplace Learning; Concept Mapping; Student Attitudes; Theory Practice Relationship; Holistic Approach; Student Development; Information Technology; Learning Processes; Interviews; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Concept Map; Schülerverhalten; Theorie-Praxis-Beziehung; Holistischer Ansatz; Informationstechnologie; Learning process; Lernprozess; Interviewing; Interviewtechnik; Niederlande
Abstract	Students in competence-based senior secondary vocational education are expected to actively construct personal knowledge during school-based learning and workplace learning. This study introduces the construct "personal professional theory" (PPT) to monitor and analyse students' personal knowledge development. It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. One group of students (n=20) in the domain of Information and Communication Technologies (ICT) is followed during one course of 40 weeks in which they alternately participate in school-based learning and workplace learning. A longitudinal design (t=4) including semi-structured concept maps is used to reveal the content and nature of students' PPTs (n=240). Semi-structured interviews (n=10) and log files (n=39) are used to explore students' perceptions of their learning process. No significant differences are found between the four measurements concerning the content and nature of students' PPTs. However, the actual content of students' PPTs shows a relatively unsteady and changeable pattern. Additionally, students perceive workplace learning as an essential process for the development of their PPT. It is concluded that the development of students' PPTs involves knowledge compilation as well as thematic turbulence. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10