Conceptions of Connectivity: How Swiss Teachers, Trainers and Apprentices Perceive Vocational Learning and Teaching Across Different Learning Sites

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 schoolworkplace connectivity. Conclusions regarding potential implications for teachers, trainers and apprentices are drawn, and suggestions for future research are made.

Vocational Education and Learners’ Experienced Workplace Curriculum

“…However, the dichotomy between school and work emphasises their different goals, rationales, and types of knowledge (Aarkrog 2005;Schaap et al 2012). It seems that individuals' conceptions of connectivity or alignment between education and work are highly variable; while some consider learning experiences as separate, others may consider them complementary (Sappa and Aprea 2014). The principle of gradual release (Evans et al 2013, p. 158) suggests that the sequencing of the elements should allow iterative development and ensure that school and workplace curricula are not separate sites of learning where it is the learner's task to connect theory and practice.…”

Combining teaching with another job: a possible resource to face professional challenges. Preliminary findings from a Swiss study in vocational education and training

“…In our sample, teachers who combined teaching with other jobs reported both lower exposure to challenges and more minimal related stress. These findings are particularly relevant in VET schools, where the question of how to improve the school-workplace connection still constitutes a critical challenge (Hardy and Parent 2003;Akkerman and Bakker 2012;Fuller and Unwin 2011;Sappa and Aprea 2014). As suggested by the teachers we interviewed in the first phase of our study, the opportunity to teach what they practiced every day as professionals gave them the chance to not only anchor their teaching in authentic examples, but to also gain credibility in front of their students.…”

Applying Phenomenography to Develop a Comprehensive Understanding of Ethics in Engineering Practice

“…Phenomenography differs from phenomenology, which emphasizes understanding the essence of the lived experience of the phenomenon [28]. Phenomenography has been used widely in educational research [29] and has recently been applied to analyze challenging problems in engineering education [30], environmental education [31], computer science [32,33], and professional practice [34][35][36][37]. This study is the first application of phenomenography to ethics that we know of.…”