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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-151269
DOI: 10.25656/01:15126; 10.13152/IJRVET.4.3.2
URN: urn:nbn:de:0111-pedocs-151269
DOI: 10.25656/01:15126; 10.13152/IJRVET.4.3.2
Titel |
Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics |
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Autor | Gericke, Erika |
Originalveröffentlichung | International journal for research in vocational education and training 4 (2017) 3, S. 206-225 |
Dokument | Volltext (772 KB) |
Lizenz des Dokumentes | |
Schlagwörter (Deutsch) | Mechatronik; Berufsausbildung; Weiterbildung; Berufsbiografie; Einflussfaktor; Berufsorientierung; Lebenslanges Lernen; Einstellung <Psy>; Berufsbildungssystem; Subjektivität; Wahrnehmung; Grounded Theory; Narratives Interview; Vergleichende Berufsbildungsforschung; Empirische Untersuchung; Deutschland; England |
Teildisziplin | Interkulturelle und International Vergleichende Erziehungswissenschaft Berufs- und Wirtschaftspädagogik |
Dokumentart | Aufsatz (Zeitschrift) |
ISSN | 2197-8646; 21978646 |
Sprache | Englisch |
Erscheinungsjahr | 2017 |
Begutachtungsstatus | Peer-Review |
Abstract (Englisch): | Educational choices, especially the influence of class on these choices have been a subject of lively international debate. However, thus far, there has been little international and comparative research with respect to vocational and education training (VET) decision making from a subject-oriented perspective. This paper considers occupational-biographical orientations of English and German car mechatronics and focuses on the roles of learning and gaining vocational qualifications. Drawing on the concept of occupational-biographical orientations, the paper describes three types of orientations based on analyses of findings from 11 autobiographical-narrative interviews with English and German car mechatronics. The interviews clearly showed that occupational-biographical orientations explained different views on the necessity of returning to (continuous) vocational education and training. They also demonstrated that subjective perceptions of the national VET system fostered particular occupational-biographical challenges, which supported or hindered existing learning attitudes. Overall, the findings suggested that occupational-biographical orientations exerted the most important influence on learning biographies and decisions to return to (continuous) VET. (DIPF/Orig.) |
weitere Beiträge dieser Zeitschrift | International journal for research in vocational education and training Jahr: 2017 |
Statistik | Anzahl der Zugriffe auf dieses Dokument |
Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
Eintrag erfolgte am | 12.12.2017 |
Quellenangabe | Gericke, Erika: Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics - In: International journal for research in vocational education and training 4 (2017) 3, S. 206-225 - URN: urn:nbn:de:0111-pedocs-151269 - DOI: 10.25656/01:15126; 10.13152/IJRVET.4.3.2 |