Handbook of Technical and Vocational Education and Training Research

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Felix Rauner, Rupert Maclean
Springer Science & Business Media, Dec 16, 2008 - Education - 1103 pages
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Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET.

The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development.

This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.

 

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Contents

362 Work Design and Work Organization
453
363 Organisational Learning
458
364 Work Process Knowledge
466
365 Learning with Tutorial Working Systems
475
366 Occupational Socialization
481
367 The Development of Moral Judgement
489
368 Vocational Identity
496
369 Professionalisation
502

16 Overview of Research Concerning Vocational Education and Vocational Training in Modern Japan
62
17 UNESCOs Research on TVET and Skills Development
68
18 Research on TVET and Skills Development by Selected Intergovernmental Organisations and Bilateral Agencies
75
19 Steps towards International Comparative Research in TVET
82
VET Research in Relation to VET Policy Planning and Practice
92
21 VET Research and Social Dialogue
104
An Interdisciplinary Research Approach
114
23 Occupations and Occupational Areas
121
24 Vocational Education Research as an Innovation Process
129
and Vocational Education and Training TVET in the Context of European Cooperation
135
Policy in Transition Countries
143
27 Development Aid and VET Research
149
Areas of TVET Research
157
310 The Development of Occupations
159
311 Occupational Research
162
312 Sector Analyses
169
313 Historical Occupational Research
175
314 Prognostic and Prospective Vocational Education and Training VET Research
181
315 Qualification Research
187
32 Research in the Vocational Disciplines
193
321 Business and Administration
199
322 EEEICT in Selected European Countries
206
323 Construction
214
324 Agriculture
221
325 HealthCare
227
326 EducationSocial Pedagogy
233
327 Nutrition
238
33 VET Systems Research
244
331 Comparative Research on Technical and Vocational Education and Training TVET Methodological Considerations
253
Research Methodological Considerations Results and Current Questions
259
333 Historical VET Research Case Studies
266
3332 Vocational Educational Theory s Historical Research on Vocational Education and Training VET
269
3333 Historical Study on the Western School Model of TVET in Japan
275
A Case Study of the United States
279
334 National and International Reporting on VET Case Studies
284
3342 Report on Vocational Education in China
288
3343 Germany
292
Case Study of the USA
296
3345 National and International Reporting on VET Case Study of the European Union
300
3346 National and International Reporting on VET Case Study of OECD ILO and the World Bank
305
335 Development and Evaluation of VET Courses
310
336 VET Research on PreVocational Education Case Studies
317
Case Study of UK
324
3363 PreVocational Education in the Netherlands
327
3364 The Development and Study of PreVocational Education in Japan
331
337 Further Education and Training Research
335
338 Vocational College Research Case Studies
342
3382 Research on Vocational Colleges and Schools
346
Case Studies of the USA
354
340 VET Planning and Development
359
341 Qualification and Curriculum Research
364
342 Competence and Expertise Research
371
343 Cooperation between Learning Venues and Training Partnerships
379
344 Technical and Vocational Education and Training Research for the Professionalisation of Vocational Teachers
385
345 Vocational Education and Training and Organisational Development in Companies
392
350 Costs Benefits and Financing VET
398
351 Costs and Benefits of In Company Vocational Education and Training
403
352 National Systems of Financing TVET
412
353 National Arrangements for Financing Training in Companies
420
354 The Wider Benefits of Learning
424
355 The Contribution of TVET to Innovative Practices
433
360 Occupational Work and Competence Development
439
361 Learning in Work Processes Competence Development
444
370 Shaping Teaching and Learning in TVET
508
371 Curriculum Research and Development
511
372 CrossCurricular Competencies
517
373 Shaping and Evaluating Vocational Training Offers
523
374 Shaping Learning Environments
531
375 TaskOriented Learning
536
Conceptual Clarifications Theoretical Perspectives and Modelling
543
377 Learning and Teaching Research
552
378 Research on Disadvantaged Groups
558
379 Media Research and Development
565
Shaping Work and Technology
573
381 Work and Technology Research
581
382 Participative Technology Development
589
383 Participative Organisational Development
593
384 Participatory Prototyping
598
385 HumanComputer Interaction
605
Case Studies of TVET Research
612
Innovation Project at the Turning Point BBF
617
42 Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgement in Nursing Practice and Education
624
Steps in Research and Development towards a European Occupation
632
Fred Manske
636
Performance Work Systems A Case Study in Synergy
641
46 Youth Work and Identity Life Perspectives and Interests of Young People a Research Project
647
A Case of Transnational Innovation Transfer through a German Chinese Research and Development Project
656
Knowledge Skills and Competitiveness
660
Analysing Apprentices Knowledge and Skill Construction in the Workplace
674
410 Transferability Flexibility Mobility as Targets of Vocational Education and Training The COST Action A11
683
Research Methods
698
Methodological Aspects
699
Vocational Work and Education Processes
703
512 Situated Learning in Communities of Practice as a Research Topic
708
513 Distance and Proximity in VET Research
713
514 ShapingOriented Research and Interdisciplinarity
718
515 The Tacit and Implicit as a Subject of VET Research
725
Observation Experimentation Interviewing Content Analysis
731
Interview and Observation Methods Introduction
738
521 Technical Interview
740
522 ActionOriented Specialised Interviews
747
523 Task Analysis in Vocational Science
751
524 Expert Skilled Worker Workshops
756
525 Knowledge Diagnosis
761
526 Assessing Vocational Competences
766
527 Situation Film
774
528 Studies of Work
780
530 Experimentation and Development
786
531 Laboratory Experiments and Quasi Experiments
790
532 Qualitative Experiments
795
533 Experimental Research Designs ERD in Vocational Education
800
534 Participative Development
807
535 Interdisciplinary Development
813
Introduction
819
541 Evaluation Research
825
542 Participative Quality Assurance
833
543 Output Orientation as Aspect of Quality Assurance
839
544 Educational Controlling
847
545 Benchmarking in Vocational Education and Training
851
546 Programme Evaluation
858
547 Knowledge Management
862
References
871
Index of Names
1050
Index of Subjects
1080
The Authors
1094
Copyright

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