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Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education

Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education

Samenvatting

Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners.

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OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Educatie
Kenniscentrum Leren en Innoveren
LectoraatBeroepsonderwijs
Gepubliceerd inJournal of Vocational Education and Training Taylor & Francis, Abingdon (UK), Vol. Volume 68, 2016, Uitgave: Issue 3, Pagina's: 378-394
Jaar2016
TypeArtikel
TaalEngels

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