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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4010

Title: Explicating students’ personal professional theories in vocational education through multi-method triangulation
Authors: Schaap, Harmen
De Bruijn, Elly
Van der Schaaf, Marieke
Baartman, Liesbeth
Kirschner, Paul A.
Keywords: personal professional theories
vocational education
multi-method triangulation
Issue Date: 29-Dec-2011
Abstract: Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students’ personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students’ personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students’ personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories.
Description: Schaap, H., De Bruijn, E., Van der Schaaf, M. F., Baartman, L. K. J., & Kirschner, P. A. (2011). Explicating students’ personal professional theories in vocational education through multi-method triangulation. Scandinavian Journal of Educational Research, 55, 567-586.
URI: http://hdl.handle.net/1820/4010
Appears in Collections:1. LC: Publications and Preprints

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