This article presents a theoretical framework on boundary crossing between school and work. A boundary is defined as a sociocultural difference that leads to discontinuity in action or interaction. Boundary crossing refers to the work at the boundary carried out to ensure continuity in action or interaction. The learning potential of boundary crossing is summarised in four learning mechanisms that we illustrate with examples in vocational education. We spend a section on an intervention in vocational laboratory education that is inspired by our theoretical framework. Finally we suggest that a boundary analysis can assist in stimulating learning through boundary crossing between school and work.
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