Stalder, Barbara E.; Lüthi, Fabienne (2018). Learning within and beyond the borders of schools and workplaces. In: Moreno Herrera, Lázaro; Teräs, Marianne; Gougoulakis, Petros (eds.) Vocational Education & Training - the World of Work and Teacher Education. Emergent issues in Research on Vocational Education & Training: Vol. 3 (pp. 249-276). Stockholm: Premiss förlag

Full text not available from this repository.

The development of vocational competences depends on learning opportunities at the workplace and vocational schools, and on how learning at both learning locations is intertwined. Learning opportunities are linked to job- and school-related resources. They are shaped by teachers and trainers and depend on learners' capacities to make use of given opportunities. This paper addresses the question, how learning environments and individual characteristics influence learning opportunities within and beyond the borders of the specific learning place. Two models are tested which propose that learning opportunities are influenced by a) learning resources provided at the workplace and at school, b) work and school demands, c) learners' core self-evaluations, and d) school-work alignment. To test the models, we rely on data from a sample of apprentices (N=1272) in Switzerland. Results show that learners, trainers and teachers contribute to favourable learning environments and learning opportunities within the contextual boundaries. At the same time, schools and workplaces seem to remain rather unrelated contexts, which highlight the importance to strengthen schoolwork alignment.

Item Type:	Book Section (Book Chapter)
PHBern Contributor:	Stalder, Barbara E., Lüthi, Fabienne
ISBN:	978-91-86743-88-8
Series:	Emergent issues in Research on Vocational Education & Training
Publisher:	Premiss förlag
Projects:	[999 0007 99] SPP Schul- und Ausbildungserfolg ohne Projekt
Language:	English
Submitter:	Jessica Brunner
Date Deposited:	05 Dec 2022 09:13
Last Modified:	06 Mar 2023 11:19
Uncontrolled Keywords:	Apprenticeship, Learning environments, Resources, Demands, School-work alignment, Core self-evaluations
URI:	https://phrepo.phbern.ch/id/eprint/456