Students in higher education are supposed to develop various generic skills that are applicable across domains. To streamline the development of these skills, learning trajectories for skills are designed and implemented in educational programmes. The aim of this review study was to provide insight …
Vocational education aims to enhance students’ vocational knowledge development. However, which pedagogies enhance such development is not self-evident. This article therefore explores vocational knowledge development during vocational conversations between teachers and students. Vocational knowledg…
One of the key tasks of teacher education (for primary and secondary education) is to support student teachers to develop competencies that enable teachers to continue professional learning, also after graduation. Two decades ago, the Inventory Learning to Teach Process (ILTP) was developed to get i…
This study explores the experiences of mentors and student teachers while engaging in co-teaching as a mentoring activity. Mentoring was aimed at sharing practical knowledge by modelling and scaffolding during student teachers' teaching. Co-teaching provides opportunities for learning to teach in cl…
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 int…
Students in vocational education often struggle with developing vocational knowledge, a process that can be referred to as recontextualisation. Vocational knowledge is assumed to include implicit, situational, episodic and explicit and codified knowledge. This article focuses on how vocational teach…
Work-based learning is seen as an essential element of vocational and professional courses. However, empirical proof for the effectiveness of work-based learning in terms of learning outcomes is scarce. Scientific literature (both international and Dutch) is descriptive and theoretical, resulting in…
The choice and implementation of (combinations) of assessment methods is an important prerequisite for high quality vocational education. Research and practical implementation often start with the question how to assess students instead of the question what needs to be assessed. Therefore, the goal …
The analyses of the four papers of this special issue lead to the formulation of challenges for research(ers). Aim is to provide input for a fundamental discussion on research to be able to improve learning and educational processes in vocational education. The challenges relate to: the relation bet…
Continuous learning and development of the labour force is essential for maintaining and improving competitiveness. Combining working and learning in initial Vocational Education and Training is expected to promote further professional learning. The question remains, however, whether this combinatio…
This article presents the way four school-based teacher educators take their role while educating prospective teachers. Student teachers learn how to teach while participating in school supported by a school-based teacher educator. Based on theoretical notions derived from literature on teacher educ…
This article concentrates on the question which aspects of a learning environment, directed to career development of students, contribute to the use of career competences by students in prevocational and secondary vocational education in The Netherlands. The learning environment is measured by the m…
