Abstract
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.
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Notes
These profiles were selected because they are very common in Tessin but also very different from each other in terms of both gender dominance (commercial employee courses are typically attended by females, while technical professions are primarily chosen by males) and their tasks and other characteristics (business and administration largely concerns symbolically mediated activities, whereas industrial-mechanical jobs require more psycho-motor activity).
As emphasised by Åkerlind, it is not an assumption of phenomenography that transcripts (individuals) ‘necessarily correspond to one particular way of viewing the phenomenon, both in the sense that any one transcript may represent only a fragment of a view and also that any one transcript may represent more than one view’ (Åkerlind 2005a, pp. 118–119). In line with this consideration, we assigned to each participant the prevailing (not necessarily unique) conception that emerged from his or her responses.
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Sappa, V., Aprea, C. Conceptions of Connectivity: How Swiss Teachers, Trainers and Apprentices Perceive Vocational Learning and Teaching Across Different Learning Sites. Vocations and Learning 7, 263–287 (2014). https://doi.org/10.1007/s12186-014-9115-y
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DOI: https://doi.org/10.1007/s12186-014-9115-y