Apprenticeship: From Learning Theory to Practice

Autor/inn/en	Poortman, Cindy Louise; Illeris, Knud; Nieuwenhuis, Loek
Titel	Apprenticeship: From Learning Theory to Practice
Quelle	In: Journal of Vocational Education and Training, 63 (2011) 3, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2011.560392
Schlagwörter	Workplace Learning; Learning Theories; Learning Strategies; Lifelong Learning; Learning Processes; Vocational Education; Theory Practice Relationship; Apprenticeships; Performance Factors; Educational Principles; Foreign Countries; Educational Environment; Interviews; Observation; Guidance Programs; Student Attitudes; Teacher Attitudes; Competency Based Education; Netherlands + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Life-long learning; Lebenslanges Lernen; Learning process; Lernprozess; Ausbildung; Berufsbildung; Theorie-Praxis-Beziehung; Apprenticeship; Lehre; Leistungsindikator; Bildungsprinzip; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Beobachtung; Schülerverhalten; Lehrerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Niederlande
Abstract	To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is whether workplace learning in initial VET contributes to this aim. To describe WPL processes and outcomes in the Dutch senior VET context, we apply a further elaboration of a comprehensive workplace learning theory, comprising a cognitive, a social and an emotional dimension. Qualitative case studies show that various factors in the different dimensions of learning influence the learning processes and outcomes in a diverse way. Especially more profound acquisition and development of abstract principles relating to flexible competence does not automatically take place during WPL. To fulfill the expectations regarding the role of initial VET to contribute to learning to learn and lifelong learning, improvements are required. (Contains 4 notes and 1 figure.) (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