Abstract
Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students’ learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior research, all learning activities did occur in all contexts. Our findings also confirm the value of learning that combines the educational and the workplace contexts, as this learning results in integrations of theory and practice and reflections on professional identity. Implications for dual education programs include focussing on increasing the diversity of learning activities within a single context and supporting students in learning how to learn, next to what to learn, irrespective of the context in which this learning takes place.
Similar content being viewed by others
References
Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169. doi:10.3102/0034654311404435.
Akkerman, S. F., & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5, 153–173. doi:10.1007/s12186-011-9073-6.
Baartman, L. K. J., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134. doi:10.1016/j.edurev.2011.03.001.
Billett, S. (2004). Workplace participatory practices: conceptualising workplaces as learning environments. Journal of Workplace Learning, 16(6), 312–324.
Bronkhorst, L. H., Meijer, P. C., Koster, B., & Vermunt, J. D. (2014). Deliberate practice in teacher education. European Journal of Teacher Education, 37(1), 18–34. doi:10.1080/02619768.2013.825242.
Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153–224.
Donche, V., & Van Petegem, P. (2009). The development of learning patterns of student teachers: a cross-sectional and longitudinal study. Higher Education, 57, 463–475. doi:10.1007/s10734-008-9156-y.
Endedijk, M. D. (2010). Student teachers’ self-regulated learning. Utrecht: IVLOS, Utrecht University.
Endedijk, M. D., & Vermunt, J. D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39, 56–65. doi:10.1016/j.stueduc.2012.10.001.
Endedijk, M. D., Vermunt, J. D., Verloop, N., & Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469–491. doi:10.1111/j.2044-8279.2011.02040.x.
Endedijk, M. D., Vermunt, J. D., Meijer, P. C., & Brekelmans, M. (2013). Students’ development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in Higher Education, Advance Online Publication.. doi:10.1080/03075079.2013.777402.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247–273. doi:10.1080/158037042000225245.
Field, A. (2009). Discovering statistics using spss (3rd ed.). London: Sage.
Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14, 113–131.
Haberman, S. J. (1973). The analysis of residuals in cross-classified tables. Biometrics, 29(1), 205–220.
Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34, 159–178. doi:10.1080/03054980701614978.
Kennedy, M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: handbook of policy and practice (pp. 54–86). San Fransisco: Jossey-Bass.
Konkola, R., Tuomi-Gröhn, T., Lambert, P., & Ludvigsen, S. (2007). Promoting learning and transfer between school and workplace. Journal of Education and Work, 20, 211–228. doi:10.1080/13639080701464483.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98–106.
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. doi:10.1016/s0742-051x(02)00101-4.
Middleton, M., Abrams, E., & Seaman, J. (2011). Resistance and disidentification in reflective practice with preservice teaching interns. New Directions for Teaching and Learning, 126, 67–75. doi:10.1002/tl.445.
Oosterheert, I. E., & Vermunt, J. D. (2001). Individual differences in learning to teach: relating cognition, regulation and affect. Learning and Instruction, 11, 133–156. doi:10.1016/S0959-4752(00)00019-0.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic.
Schaap, H., Baartman, L., & Bruijn, E. (2011). Students’ learning processes during school-based learning and workplace learning in vocational education: a review. Vocations and Learning, 5(2), 99–117. doi:10.1007/s12186-011-9069-2.
Street, B. V., Baker, D., & Tomlin, A. (2005). Navigating numeracies: home/school numeracy practices. New York: Springer.
Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 1289–1301. doi:10.1016/j.tate.2006.06.003.
Tuomi-Gröhn, T., & Engeström, Y. (2003). Between school and work: new perspectives on transfer and boundary-crossing. Educational Research Review, 3, 130–154. doi:10.1016/j.edurev.2007.12.001.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130–154. doi:10.1016/j.edurev.2007.12.001.
Tynjälä, P. (2013). Toward a 3-P model of workplace learning: a literature review. Vocations and Learning, 6(1), 11–36. doi:10.1007/s12186-012-9091-z.
Van Tartwijk, J., Van Rijswijk, M., Tuithof, H., & Driessen, E. W. (2008). Using an analogy in the introduction of a portfolio. Teaching and Teacher Education, 24, 927–938.
Veillard, L. (2012). Transfer of learning as a specific case of transition between learning contexts in a French Work-Integrated Learning Programme. Vocations and Learning, 5(3), 251–276. doi:10.1007/s12186-012-9076-y.
Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280. doi:10.1016/S0959-4752(98)00028-0.
Virtanen, A., Tynjälä, P., & Eteläpelto, A. (2012). Factors promoting vocational students’ learning at work: study on student experiences. Journal of Education and Work, 1–28, iFirst Article. doi:10.1080/13639080.2012.718748.
Wiel, M. W. J., & van den Bossche, P. (2012). Deliberate practice in medicine: the motivation to engage in work-related learning and its contribution to expertise. Vocations and Learning, 6(1), 135–158. doi:10.1007/s12186-012-9085-x.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic.
Author information
Authors and Affiliations
Corresponding author
Appendix
Appendix
Rights and permissions
About this article
Cite this article
Endedijk, M.D., Bronkhorst, L.H. Students’ Learning Activities Within and Between the Contexts of Education and Work. Vocations and Learning 7, 289–311 (2014). https://doi.org/10.1007/s12186-014-9116-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12186-014-9116-x