Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education
Publication year
2016Source
Journal of Vocational Education and Training, 68, 3, (2016), pp. 378-394ISSN
Annotation
2 augustus 2016
Publication type
Article / Letter to editor

Display more detailsDisplay less details
Organization
Radboud Docenten Academie
Journal title
Journal of Vocational Education and Training
Volume
vol. 68
Issue
iss. 3
Languages used
English (eng)
Page start
p. 378
Page end
p. 394
Subject
Cultivating Creativity in EducationAbstract
Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners.
This item appears in the following Collection(s)
- Academic publications [205116]
- Radboud Graduate School of Education [1409]
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.