Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics.

Autor/in	Gericke, Erika
Titel	Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics.
Quelle	In: International journal for research in vocational education and training, 4 (2017) 3, S. 206-225Infoseite 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.4.3.2
URN	urn:nbn:de:0111-pedocs-151269
Schlagwörter	Empirische Untersuchung; Narratives Interview; Grounded Theory; Einstellung (Psy); Subjektivität; Wahrnehmung; Berufsausbildung; Deutschland; England; Subjektivität; Wahrnehmung; Weiterbildung; Narratives Interview; Lebenslanges Lernen; Berufsorientierung; Berufsbildungssystem; Mechatronik; Mechatronik; Berufsausbildung; Vergleichende Berufsbildungsforschung; Berufsbildungssystem; Berufsbiografie; Berufsorientierung; Weiterbildung; Lebenslanges Lernen; Einflussfaktor; Deutschland; England
Abstract	Educational choices, especially the influence of class on these choices have been a subject of lively international debate. However, thus far, there has been little international and comparative research with respect to vocational and education training (VET) decision making from a subject-oriented perspective. This paper considers occupational-biographical orientations of English and German car mechatronics and focuses on the roles of learning and gaining vocational qualifications. Drawing on the concept of occupational-biographical orientations, the paper describes three types of orientations based on analyses of findings from 11 autobiographical-narrative interviews with English and German car mechatronics. The interviews clearly showed that occupational-biographical orientations explained different views on the necessity of returning to (continuous) vocational education and training. They also demonstrated that subjective perceptions of the national VET system fostered particular occupational-biographical challenges, which supported or hindered existing learning attitudes. Overall, the findings suggested that occupational-biographical orientations exerted the most important influence on learning biographies and decisions to return to (continuous) VET. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2