Civic education in VET: concepts for a professional language in VET teaching and VET teacher education

Figures & data

Table 1. Chronological description of the foci in data production during the Crit-VET project.

Project: Crit-VET
2016	2016–2019
Curriculum analysis	Observation and interview studies, 6 classes – 3 programmes
Comparison of HE-preparatory and vocational programmes	School year 1 Classroom observations in vocational subjects, interviews with students and teachers	School year 2 Observations of workplace learning supervision, school introductions and follow-ups of workplace learning.	School year 3 Interviews with students just before the end of their final year. Observations of their exam work and presentation.
Comparison of gender aspects in vocational programmes

Table 2. Pedagogic rights (model originally presented in McLean, Abbas, and Ashwin 2012).

Right	Definition	Capability
Individual Enhancement	‘The right to the means of critical understanding and to new possibilities’(Bernstein 2000, xx)	Confidence
Social inclusion	‘The right to be included socially, intellectually, culturally and personally [including] the right [to be] autonomous’ (Bernstein 2000, xx)	Belonging (in groups)
Political participation	‘The right to participate in the construction, maintenance and transformation of social order’ (Bernstein 2000, xxi)	Civic discussion and action

McLean, Monica, Andrea Abbas, and Paul Ashwin. 2012. “The Use and Value of Bernstein’s Work in Studying (In)equalities in Undergraduate Social Science Education.” British Journal of Sociology of Education 34 (2): 262–280. doi:10.1080/01425692.2012.710007.

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Bernstein, Basil. 2000. Pedagogy, Symbolic Control and Identity. Lanham: Rowman & Littlefield Publishers.

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