Purpose-The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach-Three methods were used to develop the framework: desk research on current demand and supply of new graduate's employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings-The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates' employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications-The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications-The framework gives directions to create real and practical ways to enhance new graduates' employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value-The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates' employability skills.
The aim is to describe special education teacher students' learning in the field of tension between informal learning during day-today work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice. The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time the students spent at the university, affected their assessment of their learning during their training. To a small extent the students sought advice from their university teachers concerning teaching issues. The teachers played an important role in their formal learning, whilst their fellow-students and principals influenced the formal and informal learning. This generated a contextual learning highly important to the professional formation of the special education teachers. In the field of tension between formal and informal learning a community of practice appeared.
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