Clashing Values: A Longitudinal, Exploratory Study of Student Beliefs about General Education, Vocationalism, and Transfer of Learning

Autor/in	Driscoll, Dana Lynn
Titel	Clashing Values: A Longitudinal, Exploratory Study of Student Beliefs about General Education, Vocationalism, and Transfer of Learning
Quelle	In: Teaching & Learning Inquiry, 2 (2014) 1, S.21-37 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Longitudinal Studies; Undergraduate Students; Student Attitudes; Beliefs; Career Awareness; Vocational Education; Transfer of Training; Educational Attitudes; Attitude Change; Career Education; Education Work Relationship; Epistemology; Semi Structured Interviews; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Belief; Glaube; Karrierebewusstsein; Ausbildung; Berufsbildung; Training; Transfer; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Attitudinal change; Einstellungsänderung; Arbeitslehre; Erkenntnistheorie
Abstract	One challenge with general education is the often- clashing goal of vocationalism, or educating for the purpose a specific careers or professions. Through a series of longitudinal interviews spanning a group of 14 students' second and fourth semesters at a public, regional research university, the author examines the intersection of beliefs and values about general education, transfer of learning, and vocationalism, and how these beliefs and values change over time. Findings reveal that for many students, vocationalism creates a single-minded focus on students' career preparation and major coursework and invites disregard for the value of general education courses that do not appear to immediately relate to students' future careers. This devaluing is particularly clear in students' first year; as students enter their sophomore years, they grow to value learning in general. The article concludes with suggestions for university-level and course-specific curricular change to better address vocationalism, value, and the need to transfer learning within general education courses. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01