Interactions in vocational education: negotiation of meaning of students and teaching strategies

References

• Aarkrog, V. 2005. “Learning in the Workplace and the Significance of School-Based Education: A Study of Learning in a Danish Vocational Education and Training Programme.” International Journal of Lifelong Learning 24 (2): 137–147. doi: 10.1080/02601370500056268
   Google Scholar
• Argyris, C., and D. A. Schön. 1978. Organisational Learning: A Theory of Action Perspective. Reading: Addison-Wesley.
   Google Scholar
• Baartman, L. K. J., and E. De Bruijn. 2011. “Integrating Knowledge, Skills and Attitudes: Conceptualizing Learning Processes Towards Vocational Competence.” Educational Research Review 6 (2): 125–134. doi: 10.1016/j.edurev.2011.03.001
   Web of Science ®Google Scholar
• Beers, P. J., H. P. A. Boshuizen, P. A. Kirschner, and W. H. Gijselaers. 2006. “Common Ground, Complex Problems and Decision Making.” Group Decision and Negotiation 15 (6): 529–556. doi: 10.1007/s10726-006-9030-1
   Web of Science ®Google Scholar
• Biggs, J. 1999. “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research & Development 18 (1): 57–75. doi: 10.1080/0729436990180105
   Google Scholar
• Billett, S. 2000. “Guided Learning at Work.” Journal of Workplace Learning 12 (7): 272–285. doi: 10.1108/13665620010353351
   Google Scholar
• Billett, S. 2001a. “Knowing in Practice: Re-Conceptualising Vocational Expertise.” Learning and Instruction 11 (6): 431–452. doi: 10.1016/S0959-4752(00)00040-2
   Web of Science ®Google Scholar
• Billett, S. 2001b. Learning in the Workplace: Strategies for Effective Practice. Sydney: Allen and Unwin.
   Google Scholar
• Billett, S., L. Sweet, and P. Glover. 2013. “The Curriculum and Pedagogic Properties of Practice-Based Experiences: The Case of Midwifery Students.” Vocations and Learning: Studies in Professional and Vocational Education 6 (2): 237–258. doi: 10.1007/s12186-012-9094-9
   Web of Science ®Google Scholar
• Boreham, N. 2004. “Orienting the Work-Based Curriculum towards Work Process Knowledge: A Rationale and a German Case Study.” Studies in Continuing Education 26 (1): 209–227. doi: 10.1080/158037042000225227
   Google Scholar
• Brown, J. S., A. Collins, and P. Duguid. 1989. “Situated Cognition and the Culture of Learning.” Educational Researcher 18 (1): 32–42. doi: 10.3102/0013189X018001032
   Google Scholar
• Bruner, J. S. 1996. The Culture of Education. Cambridge: Harvard University Press.
   Google Scholar
• Chi, M. T. H., R. Glaser, and E. Rees. 1982. “Expertise in Problem Solving.” In Advances in the Psychology of Human Intelligence, edited by R. Sternberg, 7–75. Hillsdale: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Cicchetti, D. V., C. Lee, A. F. Fontana, and B. N. Dowds. 1978. “A Computer Program for Assessing Specific Category Rater Agreement for Qualitative Data.” Educational and Psychological Measurement 38 (4): 805–813. doi: 10.1177/001316447803800322
   Web of Science ®Google Scholar
• Colley, H., D. James, M. Tedder, and K. Diment. 2003. “Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.” Journal of Vocational Education & Training 55 (4): 471–498. doi: 10.1080/13636820300200240
   Google Scholar
• Collins, A., J. S. Brown, and S. E. Newman. 1989. “Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics.” In Knowing, Learning and Instruction: Essays in Honour of Robert Glaser, edited by L. B. Resnick, 1–2. Hillsdale: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• De Bruijn, E. 2004. “Changing Pedagogic and Didactic Approaches in Vocational Education in the Netherlands. From Institutional Interests to Ambitions of Students.” European Journal of Vocational Training 31 (1): 27–37.
   Google Scholar
• De Bruijn, E. 2012. “Teaching in Innovative Vocational Education in The Netherlands.” Teachers and Teaching: Theory and Practice 18 (3): 637–653. doi: 10.1080/13540602.2012.746499
   Web of Science ®Google Scholar
• De Bruijn, E., and Y. Leeman. 2011. “Authentic and Self-Directed Learning in Vocational Education: Challenges to Vocational Educators.” Teaching and Teacher Education 27: 694–702. doi: 10.1016/j.tate.2010.11.007
   Web of Science ®Google Scholar
• Edwards, A. 2005. “Let’s get Beyond Community and Practice: The Many Meanings of Learning by Participating.” Curriculum Journal 16: 49–65. doi: 10.1080/0958517042000336809
   Google Scholar
• Entwistle, N. J. 2000. “Approaches to Studying and Levels of Understanding: The Influences of Teaching and Assessment.” In Higher Education: Handbook of Theory and Research. Vol. XV, edited by J. C. Smart, and W. G. Tierney, 156–218. New York: Agathon Press.
   Google Scholar
• Eraut, M. 2004. “Informal Learning in the Workplace.” Studies in Continuing Education 26 (2): 173–247. doi: 10.1080/158037042000225245
   Google Scholar
• European Commission. 2008. The European Qualifications Framework for Lifelong Learning. Luxembourg: Office for Official Publications of the European Communities.
   Google Scholar
• Ge, X., and S. M. Land. 2004. “A Conceptual Framework for Scaffolding ill-Structured Problem-Solving Processes Using Question Prompts and Peer Discussions.” Educational Technology Research and Improvement 52 (1): 5–22.
   Google Scholar
• Griffiths, T., and D. Guile. 2003. “A Connective Model of Learning: The Implications for Work Process Knowledge.” European Educational Research Journal 2 (1): 56–74. doi: 10.2304/eerj.2003.2.1.10
   Google Scholar
• Gunawerdena, C. N., C. A. Lowe, and T. Anderson. 1997. “Analysis of a Global Online Debate and the Improvement of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing.” Journal of Educational Computing Research 17 (4): 397–431. doi: 10.2190/7MQV-X9UJ-C7Q3-NRAG
   Web of Science ®Google Scholar
• Hill, J. R., and M. J. Hannafin. 2001. “Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning.” Educational Technology Research and Improvement 49 (3): 37–52. doi: 10.1007/BF02504914
   Web of Science ®Google Scholar
• Hull, D. M., and T. F. Saxon. 2009. “Negotiation of Meaning and Co-Construction of Knowledge: An Experimental Analysis of Asynchronous Online Instruction.” Computers & Education 52 (3): 624–639. doi: 10.1016/j.compedu.2008.11.005
   Web of Science ®Google Scholar
• Illeris, K. 2004. “Transformative Learning in the Perspective of a Comprehensive Learning Theory.” Journal of Transformative Education 2 (1): 79–89. doi: 10.1177/1541344603262315
   Google Scholar
• Khaled, A., J. Gulikers, H. Biemans, and M. Mulder. 2014. “How Authenticity and Self-Directedness and Student Perceptions Thereof Predict Competence Development in Hands-on Simulations.” British Educational Research Journal 41: 265–286. doi: 10.1002/berj.3138
   Web of Science ®Google Scholar
• Khaled, A., J. Gulikers, H. Biemans, and M. Mulder. 2015. “Occurrences and Quality of Teacher and Student Strategies for Self-Regulated Learning in Hands-on Simulations.” Studies in Continuing Education 38: 101–121. doi: 10.1080/0158037X.2015.1040751
   Web of Science ®Google Scholar
• King, P. M., and K. S. Kitchener. 2004. “Reflective Judgment: Theory and Research on the Improvement of Epistemic Assumptions Through Adulthood.” Educational Psychologist 39 (1): 5–18. doi: 10.1207/s15326985ep3901_2
   Web of Science ®Google Scholar
• Kirschner, P. A., P. J. Beers, H. P. A. Boshuizen, and W. H. Gijselaers. 2008. “Coercing Shared Knowledge in Collaborative Learning Environments.” Computers in Human Behavior 24 (2): 403–420. doi: 10.1016/j.chb.2007.01.028
   Web of Science ®Google Scholar
• Lave, J., and E. C. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lin, T., Y. Hsu, S. Lin, M. Changlai, K. Yang, and T. Lai. 2012. “A Review of Empirical Evidence on Scaffolding for Science Education.” International Journal of Science and Mathematics Education 10 (2): 437–455. doi: 10.1007/s10763-011-9322-z
   Web of Science ®Google Scholar
• Lonka, K., and K. Ahola. 1995. “Activating Instruction – How to Foster Study and Thinking Skills in Higher Education.” European Journal of Psychology of Education 10 (4): 351–368. doi: 10.1007/BF03172926
   Web of Science ®Google Scholar
• Mercer, N. 2010. “The Analysis of Classroom Talk: Methods and Methodologies.” British Journal of Educational Psychology 80 (1): 1–14. doi: 10.1348/000709909X479853
   PubMed Web of Science ®Google Scholar
• Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Onstenk, J., and T. Moerkamp. 1999. “The Acquisition of Broad Occupational Competencies in Vocational Education.” In Bridging the Skills gap Between Work and Education, edited by W. J. Nijhof, and J. Brandsma, 183–203. Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Piaget, J. 1950. The Psychology of Intelligence in Children. New York: Harcourt Brace.
   Google Scholar
• Pica, T. 1994. “Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes?” Language Learning 44 (3): 493–527. doi: 10.1111/j.1467-1770.1994.tb01115.x
   Web of Science ®Google Scholar
• Poortman, C. L. 2007. “ Workplace Learning in Senior Secondary Vocational Education.” Unpublished Doctoral diss., Twente University, The Netherlands.
   Google Scholar
• Rauner, F. 2007. “Practical Knowledge and Occupational Competence.” European Journal of Vocational Education and Training 40 (1): 52–66.
   Google Scholar
• Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Improvement in Social Context. New York: Oxford University Press.
   Google Scholar
• Rozendaal, J. S., A. Minnaert, and M. Boekaerts. 2003. “Motivation and Self-Regulated Learning in Secondary Vocational Education: Information-Processing Type and Gender Differences.” Learning and Individual Differences 13 (4): 273–289. doi: 10.1016/S1041-6080(03)00016-5
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A., and E. M. Furtak. 2006. “Informal Formative Assessment and Scientific Inquiry: Exploring Teacher’s Practices and Student Learning.” Educational Assessment 11 (3–4): 237–263. doi: 10.1080/10627197.2006.9652991
   Google Scholar
• Ruiz-Primo, M. A., and E. M. Furtak. 2007. “Exploring Teacher’s Informal Formative Assessment Practices and Student’s Understanding in the Context of Scientific Inquiry.” Journal of Research in Science Teaching 44 (1): 57–84. doi: 10.1002/tea.20163
   Web of Science ®Google Scholar
• Samani, E., N. Nordin, J. Mukundan, and A. Samad. 2015. “Patterns of Negotiation of Meaning in English as Second Language Learners’ Interactions.” Advances in Language and Literary Studies 6 (1): 16–25.
   Google Scholar
• Schaap, H., L. K. J. Baartman, and E. De Bruijn. 2012. “Student’s Learning Processes During School-Based Learning and Workplace Learning in Vocational Education: A Review.” Vocations and Learning 5 (1): 99–117. doi: 10.1007/s12186-011-9069-2
   Web of Science ®Google Scholar
• Schaap, H., E. De Bruijn, M. F. Van der Schaaf, and P. A. Kirschner. 2009. “Student’s Personal Professional Theories in Competence-Based Vocational Education; the Construction of Personal Knowledge Through Internalisation and Socialisation.” Journal of Vocational Education and Training 61 (4): 481–494. doi: 10.1080/13636820903230999
   Google Scholar
• Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
   Google Scholar
• Sfard, A. 1998. “On two Metaphors for Learning and the Dangers of Choosing Just one.” Educational Researcher 27 (2): 4–13. doi: 10.3102/0013189X027002004
   Google Scholar
• Sherin, B., B. J. Reiser, and D. Edelson. 2004. “Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts.” Journal of the Learning Sciences 13 (3): 387–421. doi: 10.1207/s15327809jls1303_5
   Web of Science ®Google Scholar
• Smith, R. 2012. “Clarifying the Subject Centred Approach to Vocational Learning Theory: Negotiated Participation.” Studies in Continuing Education 34: 159–174. doi: 10.1080/0158037X.2011.609542
   Web of Science ®Google Scholar
• Sweller, J. 1989. “Cognitive Technology: Some Procedures for Facilitating Learning and Problem Solving in Mathematics and Science.” Journal of Educational Psychology 81 (4): 457–466. doi: 10.1037/0022-0663.81.4.457
   Web of Science ®Google Scholar
• Van de Pol, J., M. Volman, and J. Beishuizen. 2010. “Scaffolding in Teacher–Student Interaction: A Decade of Research.” Educational Psychology Review 22 (3): 271–296. doi: 10.1007/s10648-010-9127-6
   Web of Science ®Google Scholar
• Van de Pol, J., M. Volman, and J. Beishuizen. 2011. “Patterns of Contingent Teaching in Teacher–Student Interaction.” Learning and Instruction 21 (1): 46–57. doi: 10.1016/j.learninstruc.2009.10.004
   Web of Science ®Google Scholar
• Van de Pol, J., M. Volman, and J. Beishuizen. 2012. “Promoting Teacher Scaffolding in Small-Group Work: A Contingency Perspective.” Teaching and Teacher Education 28 (2): 193–205. doi: 10.1016/j.tate.2011.09.009
   Web of Science ®Google Scholar
• Van den Branden, K. 2000. “Does Negotiation of Meaning and Co-Construction of Knowledge Promote Reading Comprehension? A Study of Primary School Classes.” Reading Research Quarterly 35 (4): 426–44. doi: 10.1598/RRQ.35.3.6
   Google Scholar
• Van Schaik, M., B. van Oers, and J. Terwel. 2011. “Towards a Knowledge-Rich Learning Environment in Preparatory Secondary Education.” British Educational Research Journal 37 (1): 61–81. doi: 10.1080/01411920903420008
   Web of Science ®Google Scholar
• Verberg, C. P. M., E. H. Tigelaar, and N. Verloop. 2012. “Teacher Learning Through Participation in a Negotiated Assessment Procedure.” Teachers and Teaching: Theory and Practice 19 (2): 172–187. doi: 10.1080/13540602.2013.741842
   Web of Science ®Google Scholar
• Vermunt, J. D., and N. Verloop. 1999. “Congruence and Friction Between Learning and Teaching.” Learning and Instruction 9 (3): 257–280. doi: 10.1016/S0959-4752(98)00028-0
   Web of Science ®Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wittwer, J., and A. Renkl. 2008. “Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instruction Explanations.” Educational Psychologist 43 (1): 49–64. doi: 10.1080/00461520701756420
   Web of Science ®Google Scholar