Book chapter 2021

Collaborative communication between teachers and company supervisors for integrative teaching: An exploratory study in Australia, Germany and Switzerland

Developing Connectivity between Education and Work: Principles and Practices
Journal · pp. 185-204
Abstract

[No abstract available]

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Author Affiliations
School of Education and Professional Studies, Griffith University, Brisbane, QLD, Australia
Swiss Federal Institute for Vocational Education and Training, Lugano, Switzerland
Fakultät für Betriebs­wirtschafts­lehre, Mannheim, Baden-Wurttemberg, Germany
Funding & Acknowledgements
No funding information
References 10 References
1 Akkerman, Sanne Floor, Multilevel Boundary Crossing in a Professional Development School Partnership, Journal of the Learning Sciences, 25, 2, pp. 240-284, (2016)
2 Akkerman, Sanne Floor, Crossing Boundaries Between School and Work During Apprenticeships, Vocations and Learning, 5, 2, pp. 153-173, (2012)
3 Aprea, Carmela, Designing technology-enhanced learning environments in vocational education and training, The Wiley Handbook of Vocational Education and Training, pp. 373-393, (2019)
4 Informelles Lernen Annaherungen Problemlagen Forschungsbefunde, (2015)
5 Zeitschrift Fur Berufs Und Wirtschaftspadagogik, (2020)
6 Between School and Work New Perspectives on Transfer and Boundary Crossing, (2003)
7 Billett, Stephen Richard, Integrating learning experiences across tertiary education and practice settings: A socio-personal account, Educational Research Review, 12, pp. 1-13, (2014)
8 Billett, Stephen Richard, Student Readiness and the Integration of Experiences in Practice and Education Settings, Technical and Vocational Education and Training, 29, pp. 19-40, (2018)
9 Bouw, Erica, Characteristics of learning environments at the boundary between school and work – A literature review, Educational Research Review, 26, pp. 1-15, (2019)
10 Caruso, Valentina, Learning Documentations in VET Systems: An Analysis of Current Swiss Practices, Vocations and Learning, 9, 2, pp. 227-256, (2016)
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Document Identifiers
  • EID 2-s2.0-85118708317
  • Language English