Enni Paul
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摘要

本文探讨了瑞典高中学徒教育中基于工作场所学习的教育支持实践。许多需要教育支持的学生参加了高中职业教育培训,但他们在工作场所学习方面如何得到支持还没有得到广泛的调查。对高中职业技术学校人员进行了15次半结构化访谈。通过使用实践体系结构理论的概念,确定了嵌入在三个实践中的三个不同的支持项目:一个工作场所社会化项目;资质项目;还有一个社会教育项目。这些支持实践取决于学生的看法;当地学校的资源分配,以及学校影响工作场所的可能性。该研究的结论是,对工作场所学习的支持被塑造成一种落在学校身上的片面责任。虽然学徒教育可能适合一些需要支持的学生,但他们中的许多人在以工作为基础的学习部分得不到任何支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stödpraktiker i relation till arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning
This article explores educational support practices during workplace-based learning in upper secondary apprenticeship education in Sweden. Many students in need of educational support attend upper secondary VET, but how they are supported in relation to workplace-based learning has not been investigated in any extensive way. 15 semi-structured interviews with upper secondary VET-school personnel were conducted. Through the use of concepts from the theory of practice architectures three different support projects embedded within three practices were identified: a workplace socialization project; a qualification project; and a social-pedagogical project. These support practices were conditioned by how students were viewed; the allocation of resources at the local schools, and the schools’ possibilities to influence the workplaces. The study concludes that support for workplace-based learning is shaped as a one-sided responsibility falling on the schools. Although apprenticeship education might fit some students in need of support, many of them are left without any support during the workplace-based learning part.
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