‘Made in the trade’: youth attitudes toward apprenticeship certification

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

“…However, such a reflective attitude is (usually) not spontaneous. For example, apprentices often do not reflect on their experiences (Stavenga Jong, Wierstra, and Hermanussen 2006;Taylor and Freeman 2011). They 50 need scaffolding to report and explicate their experiences (Raizen 1994).…”

“…However, apprentices often perceive gaps between the learning locations (Eteläpelto 2008;Filliettaz, de Saint-Georges, and Duc 2008;Taylor and Freeman 2011) and complain about the inadequate relationship between what they face and learn at school, and what they do in practice (de Bruijn and Leeman 2011). As 30 Renkl, Mandl, and Gruber (1996) put it, what is learned remains often encapsulated in its original context and is hardly transferred to the other context: first, students' knowledge in vocational schools and in workplaces differs (Boshuizen 2003).…”

“…Workplaces also have much less flexibility to make pedagogical choices which topics apprentices should work on a given day. 45 Moreover, apprentices often see themselves as 'hands-on' learners rather than 'book' ones and are critical towards abstract knowledge (Lehmann 2007;Brockmann 2010;Taylor and Freeman 2011).…”

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

“…Reflecting on workplace experiences is a difficult task for learners without explicit guidance (Taylor and Freeman 2011) and does (mostly) not occur spontaneously (Jong et al 2006;Könings and Gijselaers 2015). Many learners find reflective journal writing difficult as they often offer little guidance in structure or content (O'Connell amd Dyment 2013).…”

Developing the future workforce through apprenticeships : a case study of an industry-education partnership.

“…Similarly, another study found that students in work based learning programs reported learning from their peers and their community of practice, thus lending support to how individuals learn in a social context (Siebert, Mills Mentorship and guidance for students. A supportive learning and working environment is critical to the success of students in apprenticeship programs (Taylor & Freeman, 2011) and mentoring provides apprentices with the personal and professional support they need to ensure their success and completion. In a typical apprenticeship program, journeymen serve as teachers and mentors since their personal experiences as former apprentices help them to understand the struggles of the newer apprentices.…”