Situated trajectories of learning in vocational training interactions

Abstract

This paper investigates smaller-scale transitions that are part of the longer-term processes of subjective transformation and adaptation to new professional competencies for learners in the field of vocational education. On the conceptual level, it proposes to view transitions as intermediate states in situated trajectories of learning. The notion of trajectory aims to capture that (a) learning occurs through situated and highly contextualized micro activities and (b) that these activities occur within historical sequences of events, which come to form over time dynamic trajectories. The ingredients constitutive of a trajectory of learning are first defined. The notions presented are next applied to the empirical analysis of one sequence of learning, in which we show the transitions undergone by one object of knowledge as it is being taught to different apprentices in a workshop. On the theoretical plane, the paper thus proposes to view transitions as microdynamics of change. On the methodological plane, it contributes to identifying possible empirical sources and methodological frames to study micro-transitional phenomena.

Interactional Processes of Handling Errors in Vocational School: Students Attending to Changes in Vocational Practices

“…Here, the students gain experiences with various materials, methods, and understandings of procedures and timing (Lindberg, 2003). As shown by Saint-Georges and Filliettaz (2008), these micro vocational learning activities are highly contextualized. Nielsen (2007) further argues that errors in, e.g., handling particular ingredients or carrying out particular work methods cannot be isolated from the contextual conditions.…”

“…However, little is known about learning from errors in school-based vocational training (see however Boldrini & Cattaneo, 2013). This setting may be of particular interest since it, on the one hand, holds opportunities for the students to participate in complex methods and procedures resembling their future vocational work (Saint-Georges & Filliettaz, 2008). On the other hand, in comparison with workplace training or apprenticeship, in a vocational school context, there may be ample time and instructional resources to support the students' learning from errors as part of their entering a novel vocational profession (Billett, 2012;Heimbeck, Frese, & Sonnentag, 2003;Keith, 2012).…”

“…Billett, 2012). This will direct the focus of the study to contextually situated processes that could be central to this type of learning (Lave, 2012;Saint-Georges & Filliettaz, 2008). In regard to a methodological approach, Weinert et al (1989) have argued that in addition to experiments, surveys, or interviews, more observational studies of instructional quality are needed.…”

Affording learning environments in workplace contexts: an interactional and multimodal perspective

“…Their study investigates the actions and interactions taking place between school and work during apprenticeships, taking into account both the cognitive and identityrelated challenges of student's boundary crossing. Similar perspectives and research methods have been implemented in our own investigations dedicated to the Swiss 'dual' apprenticeship system (de Saint-Georges and Filliettaz 2008, Filliettaz 2010a,b,c, 2011a,b, Filliettaz et al 2010.…”

Shaping Participation in Vocational Training Interactions: The Case of Schisming

“…Vocational training depends on early career choices and has long-lasting e ects in young people's lines of work (Schoon and Silbereisen 2009). As we argue here, the vocational training period can also be seen as an experience of high density and of change, not only in terms of professional knowledge and skills but also in terms of interactional competences: learning workers are faced with new and sometimes unexpected institutional requirements regarding how to behave and how to participate in social interactions; they are also involved in complex legitimation mechanisms, in which their contributions to interactions are constantly evaluated and assessed according to such requirements (de Saint-Georges and Filliettaz 2008;Filliettaz 2011Filliettaz , 2013Losa et al 2014).…”