Enactive Design-Based Research in Vocational and Continuing Education and Training

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Vocations and Learning Pub Date : 2024-08-17 DOI:10.1007/s12186-024-09348-z

Germain Poizat, Artémis Drakos, Élodie Ambrosetti, Simon Flandin, Luc Ria, Serge Leblanc

引用次数: 0

Abstract

The purpose of this article is to introduce a design-based research (DBR) approach developed in the field of vocational and continuing education, which is grounded in a pragmatic and phenomenologically inspired enactivist approach to activity. As a design-based methodology, our activity-centered and enactive DBR approach aims to generate knowledge related to design and to identify relevant design principles. After detailing the particularities of an activity-centered and enactive DBR approach, we focus on the results pertaining to design knowledge by identifying two broad design principles for vocational education and training, and five enactivist inspired principles for training design. A significant practical implication for researchers and practitioners in vocational and continuing education and training is that these enactivist inspired design principles provide promising pathways to enhance the connectivity between (i) work experiences, (ii) work and training practices, and (iii) learning contexts.

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职业和继续教育与培训中基于主动设计的研究

本文旨在介绍一种在职业和继续教育领域开发的基于设计的研究（DBR）方法，该方法以实用主义和现象学启发下的行为主义活动方法为基础。作为一种以设计为基础的方法，我们以活动为中心、积极主动的 DBR 方法旨在生成与设计相关的知识，并确定相关的设计原则。在详细介绍了以活动为中心和积极主动的 DBR 方法的特殊性之后，我们将重点放在与设计知识相关的结果上，为职业教育和培训确定了两个广泛的设计原则，并为培训设计确定了五个受颁布主义启发的原则。对于职业和继续教育与培训领域的研究人员和从业人员来说，一个重要的实际意义是，这些受颁布主义启发的设计原则为加强（i）工作经验、（ii）工作和培训实践以及（iii）学习环境之间的联系提供了有前途的途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

17.90%

发文量

期刊介绍： Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.