Conceptions of Connectivity: How Swiss Teachers, Trainers and Apprentices Perceive Vocational Learning and Teaching Across Different Learning Sites
Conceptions of Connectivity: How Swiss Teachers, Trainers and Apprentices Perceive Vocational Learning and Teaching Across Different Learning Sites
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连通性概念：瑞士教师、培训师和学徒如何看待不同学习地点的职业学习和教学
DOI：
10.1007/s12186-014-9115-y
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Carmela Aprea
中科院分区：
文献类型：
--
作者：
Viviana Sappa;Carmela Aprea
跨不同学习地点的学习整合是每个职业教育和培训系统面临的一项重要而具有挑战性的任务。尽管已经开发了各种一体化的教与学模式，并进行了许多改革，但其实施受到多种因素的影响。特别是，了解学习地点之间关系的个别方式可以被视为过滤器，可能会潜在地影响在这种学习环境中主角的沟通和行动。这项研究旨在探索瑞士职业教育和培训系统中跨学习站点的学习和教学概念化的不同方法。对特辛州26名职业学校教师、公司培训员和工业、商业和管理学徒方案的学徒进行了半结构化访谈。通过结合数据驱动(现象学)和理论驱动(内容分析)的文本分析程序来分析数据。通过采用现象学方法，发现了四种将跨多个学习地点的职业学习概念化的方法：作为单独的学习体验、作为补充的学习体验、作为公司间培训中心的中介体验以及作为学校层面的整合体验。内容分析表明，这些概念之间存在质的差异，在多大程度上包含了学校与工作场所连接的社会文化关键主张。对教师、培训者和学徒的潜在影响进行了总结，并对未来的研究提出了建议。
The integration of learning across different learning sites is an important and challenging task for each vocational education and training system. Although various integrative teaching and learning models have been developed and many reforms have been undertaken, their implementation is complicated by several factors. In particular, individual ways of understanding the relationship between the learning sites could be considered filters that may potentially influence the communications and actions of protagonists in this learning context. This study aimed to explore different ways of conceptualising learning and teaching across learning sites in the Swiss vocational education and training system. Semi-structured interviews were conducted with 26 vocational school teachers, company trainers and apprentices in apprenticeship programmes in industry and business and administration in the Canton of Tessin. Data were analysed by combining data-driven (phenomenography) and theory-driven (content analysis) text analysis procedures. By adopting a phenomenographic method, four ways of conceptualising vocational learning across multiple learning sites were found: as separate learning experiences, as complementary learning experiences, as experiences mediated by intercompany training centres and as experiences integrated at the school level. Content analysis showed qualitative differences among the conceptions in relation to what extent they included socio-cultural key claims of school-workplace connectivity. Conclusions regarding potential implications for teachers, trainers and apprentices are drawn, and suggestions for future research are made.
影响因子：
11.2
作者：
Akkerman, Sanne F.;Bakker, Arthur
通讯作者：
Bakker, Arthur