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Article (journal) accessible via
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
Title |
Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics |
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Author | Gericke, Erika |
Source | International journal for research in vocational education and training 4 (2017) 3, S. 206-225 |
Document | full text (772 KB) |
License of the document | |
Keywords (German) | Mechatronik; Berufsausbildung; Weiterbildung; Berufsbiografie; Einflussfaktor; Berufsorientierung; Lebenslanges Lernen; Einstellung <Psy>; Berufsbildungssystem; Subjektivität; Wahrnehmung; Grounded Theory; Narratives Interview; Vergleichende Berufsbildungsforschung; Empirische Untersuchung; Deutschland; England |
sub-discipline | Intercultural and International Comparative Educational Research Vocational Education and Training |
Document type | Article (journal) |
ISSN | 2197-8646; 21978646 |
Language | English |
Year of creation | 2017 |
review status | Peer-Reviewed |
Abstract (English): | 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.) |
other articles of this journal | International journal for research in vocational education and training Jahr: 2017 |
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Checksums | checksum comparison as proof of integrity |
Date of publication | 12.12.2017 |
Citation | 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 |