References
- Akkerman, S. F., and A. Bakker. 2017. “The Learning Potential of Boundary Crossing in the Vocational Curriculum.” In The Wiley Handbook of Vocational Education and Training, edited by D. Guile and L. Unwin, 351–372. Hoboken: Wiley-Blackwell.
- Akkerman, S. F., and A. Bakker. 2011. “Boundary Crossing and Boundary Objects.” Review of Educational Research 81 (2): 132–169. doi:https://doi.org/10.3102/0034654311404435.
- Akkerman, S. F., and A. Bakker. 2012. “Crossing Boundaries between School and Work during Apprenticeships.” Vocations and Learning 5 (2): 153–173. doi:https://doi.org/10.1007/s12186-011-9073-6.
- Aprea, C., and V. Sappa. 2015. “School-Workplace Connectivity: Ein Instrument Zur Analyse, Evaluation Und Gestaltung Von Bildungsplänen Der Berufsbildung [School-workplace Connectivity: A Tool to Support VET Curricula Analysis, Evaluation and Design].” Berufsbildung in Wissenschaft Und Praxis BWP 1: 27–31.
- Baartman, L. K., and E. De Bruijn. 2011. “Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes Towards Vocational Competence.” Educational Research Review 6 (2): 125–134. doi:https://doi.org/10.1016/j.edurev.2011.03.001.
- Beach, K. 1999. “Consequential Transitions: A Sociocultural Expedition beyond Transfer in Education.” Review of Research in Education 24 (1): 101–139. doi:https://doi.org/10.2307/1167268.
- Caruso, V., A. Cattaneo, and J.-L. Gurtner. 2016. “Learning Documentations in VET Systems: An Analysis of Current Swiss Practices.” Vocations and Learning 9 (2): 227–256. doi:https://doi.org/10.1007/s12186-016-9149-4.
- De Bruijn, E., and Y. Leeman. 2011. “Authentic and Self-Directed Learning in Vocational Education: Challenges to Vocational Educators.” Teaching and Teacher Education 27 (4): 694–702. doi:https://doi.org/10.1016/j.tate.2010.11.007.
- de Jong, T., and M. G. M. Ferguson-Hessler. 1996. “Types and Qualities of Knowledge.” Educational Psychologist 31 (2): 105–113. doi:https://doi.org/10.1207/s15326985ep3102_2.
- Duchesne, S., and F. Haegel. 2008. L’enquête Et Ses Méthodes: L’entretien Collectif [The Survey and Its Methods: The Focus Group]. Malakoff: Armand Colin.
- Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 53 (1): 109–132. doi:https://doi.org/10.1146/annurev.psych.53.100901.135153.
- Engeström, Y., R. Engeström, and M. Kärkkäinen. 1995. “Polycontextuality and Boundary Crossing in Expert Cognition: Learning and Problem Solving in Complex Work Activities.” Learning and Instruction 5 (4): 319–336. doi:https://doi.org/10.1016/0959-4752(95)00021-6.
- Eraut, M. 2004. “Transfer of Knowledge between Education and Workplace Settings.” In Workplace Learning in Context, edited by H. Rainbird, A. Fuller, and A. Munro, 201–221. London: Routledge.
- Fereday, J., and E. Muir-Cochrane. 2006. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 80–92. doi:https://doi.org/10.1177/160940690600500107.
- Filliettaz, L., I. De Saint-Georges, and B. Duc. 2008. “Vos Mains Sont Intelligentes: Interactions En Formation Professionnelle Initiale [Your Hands are Smart: Interactions in Initial Vocational Education and Training].” Cahiers De La Section Des Sciences De L’éducation. Vol. 117. Genève: Université de Genève. https://www.unige.ch/fapse/publications-ssed/files/2314/1572/5508/no117.pdf
- Griffin, T. 2017. Are We All Speaking the Same Language? Understanding “Quality” in the VET Sector. Adelaide: National Centre for Vocational Education Research (NCVER). https://files.eric.ed.gov/fulltext/ED579516.pdf
- Griffiths, T., and D. Guile. 2004. “Learning through Work Experience for the Knowledge Economy: Issues for Educational Research and Policy.” In Cedefop Reference Series, 48. Luxembourg: Office for Official Publications of the European Communities.
- Guile, D., and M. Young. 2003. “Transfer and Transition in Vocational Education: Some Theoretical Considerations.” In Between School and Work: New Perspectives on Transfer and Boundary-Crossing, edited by T. Tuomi-Gröhn and Y. Engeström, 63–81. Bingley: Emerald Group Publishing Limited.
- Guile, D., and T. Griffiths. 2001. “Learning Through Work Experience.” Journal of Education and Work 14 (1): 113–131. doi:https://doi.org/10.1080/13639080020028738.
- Gurtner, J.-L., N. Furlan, and A. Cattaneo. 2018. “L’articulation Des Connaissances N’est Pas La Tâche Des Seul·e·s Apprenti·e·s [Knowledge Coordination Is Not the Duty of Apprentices Only].” In Enjeux de la formation professionnelle. Le ‘modèle’ suisse sous la loupe [Challenges for Vocational Education and Training in Switzerland. The Swiss ‘Model’ Under the Microscope], edited by L. Bonoli, J.-L. Berger, and N. Lamamra, 253–266. Zürich: Seismo.
- Gurtner, J.-L., A. Gulfi, P. A. Genoud, B. de Rocha Trindade, and J. Schumacher. 2012. “Learning in Multiple Contexts: Are There Intra-, Cross- and Transcontextual Effects on the Learner’s Motivation and Help Seeking?” European Journal of Psychology of Education 27 (2): 213–225. doi:https://doi.org/10.1007/s10212-011-0083-4.
- Kitzinger, J. 1995. “Qualitative Research: Introducing Focus Groups.” British Medical Journal 311 (7000): 299–302. doi:https://doi.org/10.1136/bmj.311.7000.299.
- Krippendorff, K. 2013. Content Analysis: An Introduction to Its Methodology. Thousand Oaks: Sage Publications.
- Lamamra, N., B. Duc, and R. Besozzi. 2019. Au Cœur Du Système Dual: Les Formateurs Et Formatrices En Entreprise. Résultats D’une Recherche Et Pistes D’action Pour Les Acteurs De La Formation Professionnelle [At the Heart of the Dual System: In-Company Trainers. Research Results and Courses of Action for Stakeholders Involved in Vocational Education and Training]. Renens: Swiss federal institute for vocational education and training. https://doc.rero.ch/record/329063/files/Lamamra_Duc_Besozzi_Rapport_formateurs_et_formatrices_2019.pdf
- Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511815355.
- Messmann, G., and R. H. Mulder. 2015. “Conditions for Apprentices’ Learning Activities at Work.” Journal of Vocational Education & Training 67 (4): 578–596. doi:https://doi.org/10.1080/13636820.2015.1094745.
- Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks: Sage Publications.
- Prenzel, M., and B. Drechsel. 1996. “Ein Jahr Kaufmännische Erstausbildung: Veränderungen in Lernmotivation Und Interesse [One Year of Initial Commercial Training: Changes in Learning Motivation and Interest].” Unterrichtswissenschaft 24: 217–234.
- Resnick, L. B. 1987. “The 1987 Presidential Address Learning in School and Out.” Educational Researcher 16 (9): 13–54. doi:https://doi.org/10.3102/0013189X016009013.
- Saldaña, J. 2013. The Coding Manual for Qualitative Researchers. Thousand Oaks: Sage Publications.
- Sappa, V., C. Aprea, and B. Vogt. 2018. “Success Factors for Fostering the Connection between Learning in School and at the Workplace: The Voice of Swiss VET Actors.” In Integration of Vocational Education and Training Experiences. Purposes, Practices and Principles, edited by S. Choy, G.-B. Wärvik, and V. Lindberg, 303–325. Singapour: Springer. doi:https://doi.org/10.1007/978-981-10-8857-5_16.
- Sappa, V., and C. Aprea. 2014. “Conceptions of Connectivity: How Swiss Teachers, Trainers and Apprentices Perceive Vocational Learning and Teaching across Different Learning Sites.” Vocations and Learning 7 (3): 263–287. doi:https://doi.org/10.1007/s12186-014-9115-y.
- Schön, D. A. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
- Schwendimann, B. A., A. Cattaneo, J. Dehler Zufferey, J.-L. Gurtner, M. Bétrancourt, and P. Dillenbourg. 2015. “The ‘Erfahrraum’: A Pedagogical Model for Designing Educational Technologies in Dual Vocational Systems.” Journal of Vocational Education & Training 67 (3): 367–396. doi:https://doi.org/10.1080/13636820.2015.1061041.
- Stenström, M. L., and P. Tynjälä. 2009. Towards Integration of Work and Learning. Strategies for Connectivity and Transformation. Amsterdam: Pergamon. doi:https://doi.org/10.1007/978-1-4020-8962-6.
- Suchman, L. 1994. “Working Relations of Technology Production and Use.” Computer Supported Cooperative Work 2 (12): 21–39. doi:https://doi.org/10.1007/BF00749282.
- Swiss Federal Statistical Office (FSO). 2017. “Choix De Formation Au Degré Secondaire II, Évolution. [Choice of Education at Secondary Level II, Evolution].” https://www.bfs.admin.ch/bfs/fr/home/statistiques/education-science/indicateurs-formation/indicators/choix-formation-secii.html
- Swiss Federal Statistical Office (FSO). 2019a. Résiliation Du Contrat D’apprentissage, Réentrée, Statut De Certification [Termination of the Apprenticeship Contract, Re-entry, Certification Status]. Neuchâtel: FSO.
- Swiss Federal Statistical Office (FSO). (2019b). “Diplômes De La Formation Professionnelle Initiale Par Domaine De Formation CITE [Diplomas of Initial Vocational Education and Training by Professional Field ISCED].” https://www.bfs.admin.ch/bfs/en/home/statistics/education-science/diploma/upper-secondary/vocational-training.assetdetail.12307135.html
- Tanggaard, L. 2007. “Learning at Trade Vocational School and Learning at Work: Boundary Crossing in Apprentices’ Everyday Life.” Journal of Education and Work 20 (5): 453–466. doi:https://doi.org/10.1080/13639080701814414.
- Tuomi-Gröhn, T., and Y. Engeström. 2003. Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Bingley: Emerald Group Publishing Limited.
- Tynjälä, P. 2008. “Perspectives into Learning at the Workplace.” Educational Research Review 3 (2): 130–154. doi:https://doi.org/10.1016/j.edurev.2007.12.001.
- Wedege, T. 1999. “To Know or Not to Know–Mathematics, that Is a Question of Context.” Educational Studies in Mathematics 39 (1): 205–227. doi:https://doi.org/10.1023/A:1003871930181.
- Wenger, M., F. Sauli, and J.-L. Berger. 2021. “Les Tensions De Rôle Chez Les Apprenti·e·s Pour Caractériser La Qualité Perçue De La Formation Professionnelle En Alternance Et Ses Conséquences [Apprentices’ Role Stress to Characterize the Perceived Quality of Dual Vocational Education and Training and Its Consequences].” L’orientation scolaire et professionnelle [En ligne], 50(3). http://journals.openedition.org/osp/14485
- Wheelahan, L. 2012. Why Knowledge Matters in Curriculum: A Social Realist Argument. London: Routledge.
- Young, M. 2007. Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge.