Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden.

Autor/inn/en	Gessler, Michael; Moreno Herrera, Lázaro
Titel	Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden.
Quelle	In: International journal for research in vocational education and training, 2 (2015) 3, S. 152-160Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.2.3.1
URN	urn:nbn:de:0111-pedocs-115522
Schlagwörter	Curriculum; Dänemark; Deutschland; Norwegen; Spanien; Berufsbildung; Didaktik; Schweden; Didaktik; Curriculum; Berufsbildung; Duales Ausbildungssystem; Deutschland; Dänemark; Norwegen; Schweden; Spanien
Abstract	The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2016/2