Integration of Learning for Refugee and Migrant Students: VET Teachers' Practices through Practice Theory Lens

Autor/inn/en	Choy, Sarojni; Wärvik, Gun-Britt
Titel	Integration of Learning for Refugee and Migrant Students: VET Teachers' Practices through Practice Theory Lens
Quelle	In: Journal of Vocational Education and Training, 71 (2019) 1, S.87-107 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wärvik, Gun-Britt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1518921
Schlagwörter	Vocational Education Teachers; Foreign Countries; Educational Practices; Refugees; Migrants; Allied Health Occupations Education; Learning; Adult Education; Australia; Sweden + Suchen Sie Ihr Suchwort? Ausbilder; Ausland; Bildungspraxis; Flüchtling; Migrantin; Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Australien; Schweden
Abstract	The study reported here used a practice theory lens to understand vocational education and training (VET) teachers' current practices in supporting integration of learning in educational institutions and workplaces -- specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth interviews teachers explained the enabling and challenging aspects of their practice, and specific strategies they used to support students with integration of learning in the two main sites. Analyses of data concentrated on understanding three types of arrangements in the practice architectures at the two learning sites. Teachers extended their everyday pedagogical approaches to support integration of learning and meet the specific needs of refugee and migrant students. Their teaching comprised interdependent practices of VET and aged care in two settings, each with distinct ecologies of practice. Their narratives reflect contestations between practice traditions of aged care practices in Australia and Sweden, and students' understandings and reflections of practices in their birth countries. We conclude that teacher training and adjustments to these arrangements can bridge contestations between the enacted and experienced curriculum in the two sites. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01