Show simple item record

dc.contributor.authorChoy, Sarojnien_US
dc.contributor.editorSarojni ChoyGun-Britt W䲶ikViveca Lindbergen_US
dc.date.accessioned2019-05-29T13:02:45Z
dc.date.available2019-05-29T13:02:45Z
dc.date.issued2018en_US
dc.identifier.isbn9789811088568en_US
dc.identifier.doi10.1007/978-981-10-8857-5_5en_US
dc.identifier.urihttp://hdl.handle.net/10072/380080
dc.description.abstractHow comprehensively learners make connections between what is taught in educational institutions and in the workplace has significance for developing competencies as productive workers. However, connectivity of learning in the two sites has been problematic for some time (Akkerman SF, Bakker A, Vocat Learn, 5:153–173, 2012; Fuller and Unwin 2011). Sappa and Aprea (Vocat Learn, 7(3):263–287, 2014) contend that shared conceptions of connectivity by key stakeholders such as learners (students/apprentices/workers), teachers, managers, supervisors, trainers and training coordinators lead to better outcomes for work-integrated learning. This chapter reports on the findings from an Australian case study on how vocational education and training (VET) students, teachers and managers/coordinators conceptualise connectivity between what is learnt in educational institutions and workplaces. The study focused on two main questions: (i) How do key actors in the Australian VET system (VET students, teachers, trainers and managers/coordinators of training) conceptualise vocational learning and teaching across VET institutions and workplaces? (ii) What are the implications of their conceptions for connectivity of the VET curriculum? Participants engaged in semi-structured interviews. Their responses were analysed using the phenomenographic method (Marton F, Booth S, Learning and awareness. Lawrence Erlbaum, Hillsdale, 1997; Åkerlind GS, Phenomenographic methods: A case illustration. In Bowden JA, Green P (eds) Doing phenomenography (pp. 103–127). RMIT University Press, Melbourne, 2005a, High Educ Res Develop, 24(4):321–334; Paakkari L, Tynjälä P, Kannas L, Stud High Educ, 35(8):905–920). The study found four dominant conceptions of connectivity with structural and referential variations.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherSpringer Nature Singaporeen_US
dc.publisher.placeSingaporeen_US
dc.relation.ispartofbooktitleIntegration of Vocational Education and Training Experiences: Purposes, Practices and Principlesen_US
dc.relation.ispartofchapter5en_US
dc.relation.ispartofchapternumbers18en_US
dc.relation.ispartofpagefrom85en_US
dc.relation.ispartofpageto106en_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleIntegration of Learning in Educational Institutions and Workplaces: An Australian Case Studyen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Chaptersen_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record