PhD research: Opening the 'black box' of learning for a vocation
Students in secondary vocational education learn all the important aspects of a profession in theory lessons, projects, internships and other learning contexts. In this way, they develop vocational knowledge, repertoire of actions and a vocational identity. Students connect the ‘pieces of the puzzle’, but how exactly?
Teachers want to stimulate their learning in a coherent manner. Gaining more insight into the learning processes is necessary: if we know what learning can look like, then we have important starting points to further that learning.
Objective
We want to gain insight into the learning of students in secondary vocational education when they move through all kinds of learning contexts and develop knowledge, repertoire of actions and identity of a vocation. This research provides illustrations of how the learning of students in secondary vocational education can proceed and an approach for teachers to get a grip on the learning of their own students. In this way, we work towards a greater understanding of learning for a vocation for both researchers and teachers.
Results
We aim to contribute to the understanding of learning processes in secondary vocational education. Descriptions of learning processes offer teachers the opportunity to look differently at known challenges such as stimulating the connection between learning in school and in practice.
Duration
01 September 2024 - 01 July 2029
Approach
We follow students for two years as they participate in classes, projects, and internships. We start by designing the research instruments. In collaboration with teachers in vocational education, we adapt the research instruments so that it can be used in their guidance practice.
HU researchers involved in the research
Collaboration with knowledge partners
This PhD project is carried out in collaboration with Open University.
