Australian stakeholders' conceptions of connecting vocational learning at TAFE and workplaces. (3rd May 2016)

• Record Type: Journal Article
• Authors: Choy, Sarojni; Sappa, Viviana
• Is Part Of: International journal of training research. Volume 14:Number 2(2016)
• Page Start: 88
• Page End: 103
• Publication Date: 2016-05-03
• Subjects: phenomenography -- vocational education -- workplace learning -- integration -- connectivity -- practice-based learning; Technical education -- Periodicals; Technical education -- Australia -- Periodicals; Vocational education -- Periodicals; Vocational education -- Australia -- Periodicals; Occupational training -- Periodicals; Occupational training -- Australia -- Periodicals; Occupational training; Technical education; Vocational education; Australia; Periodicals; 374.99405
• DOI: 10.1080/14480220.2016.1200237
• Languages: English
• ISSNs: 1448-0220

Abstract

Abstract : The quality of curriculum connectivity and integration across educational institutions and authentic practice settings, such as workplaces, is influenced by the conceptions of the different agents. Connectivity is about mediating connections between different situations to meet demands arising from educational institution-based knowledge and the everyday knowledge of the workplace. In this paper, we present findings from an Australian case study on how vocational education and training students, teachers and managers/coordinators conceptualise connectivity between what is learnt in educational institutions and in workplaces where they gain experiential learning. The findings show four main conceptions and suggest that connectivity is experienced on a continuum of linear and progressive circular processes, the latter being more complex yet enriching experiences that offer opportunities to quickly become proficient workers. These findings have implications for models, processes and practices to enhance connectivity and integration of learning in different sites.