Reducing Learning Discontinuities Between Academic and Vocational Subjects in French Vocational High Schools

Abstract

The French vocational training system uses both academic and vocational teaching. This design-based research studies how vocational and academic teachers devised a co-teaching device to help students transfer their skills and knowledge from one type of teaching to the other. It was found that the device is strongly shaped by external factors, and that teacher's professional identity is called into question in co-teaching. The results were used to create an analytical framework adapted to the context of vocational education and training.