Multilevel design considerations for vocational curricula at the boundary of school and work.

Autor/inn/en	Bouw, Erica; Zitter, Ilya; Bruijn, Elly de
Titel	Multilevel design considerations for vocational curricula at the boundary of school and work.
Quelle	In: Journal of curriculum studies, 53 (2021) 6, S. 765-783Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1899290
Schlagwörter	Anpassung; Arbeitsplatz; Lernen; Berufsbildung; Bildungsentwicklung; Ausbildung; Anpassung; Lernen; Lehrplangestaltung; Ausbildung; Berufsbildung; Arbeitsplatz
Abstract	This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school-work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school-work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school-work connection and design future-proof vocational curricula.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/2