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Beyond dichotomization: A different way of understanding work integrated learning
[external].
2010 (Engelska)Ingår i: Journal of Cooperative Education & Internships, ISSN 1993-2130, Vol. 44, nr 2, s. 43-49Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In higher education for professions, there still seems to be an inherent problem regarding how to integrate academic studies with practical training. There are reasons to highlight the problems for students studying to be engineers, teachers, and nurses, for example. This study aims to describe and explain, from a content perspective, how students understand their own studies where Work Integrated Learning is a part of the education, by using qualitative theory and methodology with data from questionnaires and interviews. The conclusion is that higher education, in such meaning. is an arena where best practice meets scientific argumentation, enabling some students to understand their studies from a dichotomized point of view. On the other hand, we also find that students' can develop into skilled professionals by moving beyond the current dichotomization discourse. The fruitful attachment of practical training demonstrates the idea of multiple perspectives and how education inspired by Worked Integrated Learning could constitute an arena in which situations are reflected on and experienced. It is therefore relevant to discuss the issue within an expanding zone of educational content that develops practical skills through concretization, application, identification, and students adopting a critical approach.

Ort, förlag, år, upplaga, sidor
CEIA, Cooperative Education & Internship Association , 2010. Vol. 44, nr 2, s. 43-49
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-8117Lokalt ID: 2320/9151OAI: oai:DiVA.org:hb-8117DiVA, id: diva2:889000
Tillgänglig från: 2015-12-22 Skapad: 2015-12-22 Senast uppdaterad: 2016-11-20Bibliografiskt granskad

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http://www.ceiainc.org/journal.asp?PageID=230&Document_ID=4209

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  • de-DE
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