| Autor: |
Bobe, Anna, Karber, Anke |
| Přispěvatelé: |
Nägele, Christof, Kersh, Natasha, Stalder, Barbara E. |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
Bobe, A & Karber, A 2022, The Relationship Between Theory and Practice in Vocational Education: De-Sign Elements from the Perspective of Teachers . in C Nägele, N Kersh & B E Stalder (eds), Trends in vocational education and training research, Vol. V. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) . Trends in vocational education and training research, vol. 5, VETNET, Bremen, pp. 25-33, European Conference on Educational Research-ECER 2022, Yerevan, Armenia, 23.08.22 . https://doi.org/10.5281/zenodo.6975316 |
| DOI: |
10.5281/zenodo.6975316 |
| Popis: |
Context: This article is dedicated to the relationship between theory and practice in social pedagogical vocational training courses and discusses this against the background of the discourse on professionalisation. The article is based on a research project that investigates the question of the design of the theory-practice relationship in vocational education and training. The first interim results of an interview study with teachers in Germany are presented and discussed. In this context, an insight into the understanding of a theory-practice link from a curricular point of view as well as from the perspective of teachers in vocational education is given, which should provide a starting point for international discussion. For a comprehensive understanding of the German system of socio-pedagogical vocational training courses and the corresponding design of theory-practice links, it will also be presented in comparison to international systems. Methods: The interview study can be classified as qualitative social research and was evaluated with the help of qualitative content analysis according to Kuckartz. Findings: Many opportunities to shape the relationship between theory and practice became clear. Conclusion: Teachers argue their approaches to the design of theory-practice linkages via modes that on the one hand enable differentiation and at the same time open up connectivity for the international theory-practice discourse. This article is dedicated to the relationship between theory and practice in social pedagogical vocational training courses and discusses this against the background of the discourse on professionalisation. The article is based on a research project that investigates the question of the design of the theory-practice relationship in vocational education and training. The first interim results of an interview study with teachers in Germany are presented and discussed. In this context, an insight into the understanding of a theory-practice link from a curricular point of view as well as from the perspective of teachers in vocational education is given, which should provide a starting point for international discussion. For a comprehensive understanding of the German system of socio-pedagogical vocational training courses and the corresponding design of theory-practice links, it will also be presented in comparison to international systems. Methods: The interview study can be classified as qualitative social research and was evaluated with the help of qualitative content analysis according to Kuckartz. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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