Connectivity between education and work

Tynjälä, Päivi; Beausaert, Simon; Zitter, Ilya; Kyndt, Eva

doi:10.4324/9781003091219-2

Cited by 7 publications

(10 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The former is comparatively more generic and linked to professional roles and engagement as VET teachers, whereas the latter refers to technology-enhanced subject-specific didactics that often need to be personalized to the learners' proficiency levels and innovated on the spot, which we above have referred to as adaptive pedagogy (Agrati, 2019). In Figure 1 we indicate that these two categories also relate somewhat differently to connectivity between school and work: PDC to the curricular level and the sustainability /development of a boundary environment (Tynjälä et al, 2022;Bouw et al, 2019) and VDC to the interactive level where learning enhancement may be supported by effective boundary objects (Akkerman & Bakker, 2012). A rationale for this distinction is indirectly provided by The Norwegian National Curriculum Frame Plan for Vocational Teacher Education (National Council of Teacher Education, 2018) and European guidelines for integrating digital competencies in vocational subjects (Cedefop, 2020).…”

Section: A Middle-range Framework For Research On Vocational Teachers...mentioning

confidence: 99%

“…Multiple ways of bridging the school and work gap are facilitated by digital tools as "boundary objects" (Akkerman & Bakker, 2012) that may generate common visions, goals, and improved exchange, reflection, and joint action (Kilbrink et al, 2021). In the discourse on such connectivity, it may be useful to distinguish between connectivity that integrates knowledge and skills through the facilitation of learning processes and connectivity from a curriculum design perspective (Tynjälä et al, 2022). Whereas digital tools such as simulators support the former, ePortfolio systems facilitating transversal process evaluation across VET schools and workplaces are examples of the latter (Lahn & Nore, 2018).…”

Section: The Diversity Of Vocational Teacher Education and Key Elemen...mentioning

confidence: 99%

“…The first theme is closely connected to the second as demonstrated by the DUAL-T research. In terms of connectivity, this project focused mainly on digital tools for bridging learning processes and less on a curriculum integration perspective (Tynjälä et al, 2022). The digital pedagogy for boundary-crossing in VET represented by the Erfahrraum model provides rich empirical material for understanding effective vocational teacher performance, but it is less explicit about how digitalization restructures VET teachers' professional roles and these aspects of competence profiles.…”

Section: Synthesis: a Middle-range Framework Of Vet Teachers' Digital...mentioning

confidence: 99%

See 2 more Smart Citations

Frameworking vocational teachers’ digital competences

Lahn,

Berntsen

2023

NJCIE

View full text Add to dashboard Cite

Two decades of international research on digital competence of teachers have provided a number of frameworks for empirical studies and curriculum development. However, research publications addressing the needed digital competence of vocational (VET-) teachers are scarce. In this article we ask to what extent leading conceptual frameworks on digital competence are fruitful templates for studying such competences in the case of VET-teachers’ professional development, and what could be alternative conceptual models that fit this professional category. A synthesis is made of relevant literature based on a theoretical platform in vocational didactics and digitalization that highlights the diversity of international VET-systems and the connectivity between work and school. We adopt an integrative literature research approach that combines systematic procedures and supplementary searches in an iterative way. Our descriptive analysis of the literature indicated that the international research on VET-teachers digital competence had in general a narrow focus on technical skills with a lack of perspective on key issues about their digital competences such as connectivity school / work, subject-specificity, and adaptive pedagogy. The articles tended to leave out contextual issues, for example the changing professional work of vocational teachers and background information about the national VET-systems. However, part of the literature pointed to the need for more “grounded” research starting from case-studies and qualitative data / mixed-methods research. Our synthesis of the literature in light of our theoretical framing identified four main topics for further research on VET-teachers’ digital competence that were incorporated in a working model or a “frameworking” that needs to be further developed in order to provide a rich and validated basis for constructing professional programs.

show abstract

Section: A Middle-range Framework For Research On Vocational Teachers...mentioning

confidence: 99%

Section: The Diversity Of Vocational Teacher Education and Key Elemen...mentioning

confidence: 99%

Section: Synthesis: a Middle-range Framework Of Vet Teachers' Digital...mentioning

confidence: 99%

See 1 more Smart Citation

Frameworking vocational teachers’ digital competences

Lahn,

Berntsen

2023

NJCIE

View full text Add to dashboard Cite

show abstract

“…Figure 1.1 Integrative Pedagogy Model (adapted from Tynjälä et al, 2021). types and students' learning process.…”

Section: Table Of Figuresmentioning

confidence: 99%

“…To ensure that students become employable, attention must be given to the underlying employability competences. In addition, to optimally prepare students for their work life and make them employable, higher educational institutions could no longer work in isolation and needed to increase their connectivity with the workplace (Tynjälä et al, 2021). Connectivity between higher education and the workplace emphasized the importance of connections between learning activities in different contexts, such as learning in a higher education setting and workplace learning (Guile & Griffiths, 2001).…”

Section: Preparing Students For Their Education-towork Transitionmentioning

confidence: 99%

Facilitating the education-to-work transition

van der Baan

View full text Add to dashboard Cite

published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User

show abstract

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

van Bemmel,

Zitter,

de Bruijn

2024

The Curriculum Journal

View full text Add to dashboard Cite

Economic, social and environmental changes place high demands on teachers and teacher education. Consequently, teacher education is challenged to design curricula that respond to and anticipate changes. Curricula are value‐driven and even though part of these values might be constant, the relative importance of values and the values themselves may also be subject to change since society is changing rapidly. In vocational education, responsive curriculum development refers to balancing the needs of students, workplaces and society. Vocational education qualifies students for coping with unpredictable situations and complex problems in occupational practice. As in vocational education, teacher education also prepares students for unpredictability and complexity and thus, we adopt the concept of responsiveness from vocational education to explore teacher education. This study explores the concept of a responsive curriculum for teacher education using a qualitative approach. Interviews were conducted with the key actors, namely students and teacher educators, in the context of Dutch teacher education. An initial framework, consisting of three responsive dimensions and five designable elements, was used to guide the interviews and analyse the data. The data revealed 14 relevant themes to identify how a teacher education curriculum can be responsive to changes in society, to a variety of schools and to student diversity. The developed framework can serve as a conceptual frame to study the enactment of responsive curriculum designs. Also, it can support practitioners when designing responsive curricula.

show abstract

Connectivity between education and work

Cited by 7 publications

References 1 publication

Frameworking vocational teachers’ digital competences

Frameworking vocational teachers’ digital competences

Facilitating the education-to-work transition

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

Contact Info

Product

Resources

About