Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6259
Title: Extended Teams in vocational education: Slow starters but worth the wait
Authors: Mazereeuw, Marco
McKenney, Susan
Wopereis, Iwan
Keywords: extended teams
vocational education
team functioning
team learning
boundary crossing
qualitative research
Issue Date: 10-Dec-2015
Citation: Mazereeuw, M., McKenney, S., & Wopereis, I. (2015, November). Extended Teams in vocational education: Slow starters but worth the wait. Paper presented at the 10th conference of the European Association for Practitioner Research on Improving Learning in education and professional practice (EAPRIL), Belval, Luxembourg.
Abstract: This study was undertaken due to the notorious frustrations of vocational educators and workplace supervisors concerning (mis)alignment between school and work contexts. Extended teams, consisting of vocational teachers and workplace supervisors, were established to share responsibility for the quality of education, and solving problems related to school-workplace misalignment. Over a period of three years, five teams were followed and data were collected on team performance (through interviews, conversation analysis and focus groups) as well as individual professional growth (through questionnaires and interviews). The findings indicate that four of the five teams were successful in addressing problems associated with misalignment between school and workplace contexts; they show how the team engagement and focus grew over time; and they indicate areas of professional growth for most participants. The cautious conclusion is drawn that well-supported extended teams offer promise improving the quality of vocational education by strengthening school and workplace alignment.
URI: http://hdl.handle.net/1820/6259
Appears in Collections:1. FEEEL Publications, books and conference papers

Files in This Item:
File Description SizeFormat 
20151125-EAPRIL-MM-SM-IW.pdf780.21 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons