Proceedings 2015

Proceedings of the ECER VETNET Conference 2015

Papers presented as part of  the VETNET programme for ECER 2015 in Budapest (7 to 11 September 2015)

Evans, Karen; Gessler, Michael; Malloch, Marg; Manning, Sabine (Eds.) 

This set of papers is related to the VETNET Programme for ECER 2015 (see EERA website). The list below includes the full-text papers submitted by the authors for the Proceedings. The links in front of the papers [P] lead to the documents available for downloading in the Dropbox folder VETNET 2015: Texte.

In addition to the Proceedings papers, a Reference to published papers (ECER 2015 papers which are due to be published, or have been published, elsewhere) will be included below. Particularly worth noting in this respect are the publications in the International Journal for Research in Vocational Education and Training (IJRVET).

Proceedings papers:

[P] Benedek, András. The role of training teachers in improving the VET system in Hungary.

[P] Burgess, Nuala. ‘Btecs are for stupid people’: Selective practices in English school sixth forms and the shaming of VET students and their post-18 choices.

[P] Deitmer, Ludger. Governance of VET systems in international context: models, concepts and evaluation tool and implementation examples. 

[P] Eliasson, Eva; Rehn, Helena. Challenges in the training of health and social care workers: Ideas and ideals regarding students and vocational knowing.

[P] Fehérvári, Anikó. Learnings paths and career paths.

[P] Fjellström, Magnus.Vocational education and workplace affordances: a study of vocational learning in workplace contexts.

[P] Gunning, Sarah;  Rami, Justin; Tobin, Ita. ‘Look on every exit as being an entrance to somewhere else’: Transitions from further to higher education in Ireland (Proving Hamlet wrong). 

[P] Hiim, Hilde; Stålhane, Jan. Relevant curriculum in vocational education and training.

[P] Hoekstra, Annemarieke; Kuntz, Jeff; Chaudoir, Susan; Chahal, Monica; Newton, Paul. Vocational educators’ professional learning activities and workplace affordances.

[File] Hughes, Lewis. Expanding utility of Activity Theory: The ‘Hinge’ from empathy to action arising from exploring VET’s contribution to social capital.

[P] Kämäräinen, Pekka; Howe, Falk; Müller, Werner; Deitmer, Ludger; Heinemann, Lars; Attwell,Graham. Research on digital media and web tools in vocational learning – Transformation of perspectives in three projects. The joint synthesis paper of the symposium at ECER 2015, Budapest.

[P] Keune, Miriam; Rahn, Sylvia; Fuhrmann, Christoph; Gruehn, Sabine. How you choose is what you get? Student motives for school choices and their evaluations of educational quality.

[P] Lasonen, Johanna; Laczik, Andrea. Former Soviet bloc citizens’ career prospects, progression and employment in England and Finland. 

[P] Rahn, Sylvia; Fuhrmann, Christoph; Hartkopf, Emanuel. Mind the gap: Students intentions and actions in school to work transitions.

[P] Rodríguez, María Luisa; Figuera, Pilar; Torrado, Mercedes; Freixa, Montse; Llanes, Juan. Factors facilitating transition in the first year at university: The case of the social sciences at the university of Barcelona.

[P] Steinritz, Gaby. Assessing the field of occupational aspirations in due consideration of vocational identity, career exploration and attachment.

[P] Thunqvist, Daniel Persson; Jørgensen, Christian Helms. Inclusion and equal access at the same time – comparing VET in Sweden and Denmark. 

[P] Tran, Ly Thi. A Bourdieuian analysis of the aspirations associated with international students’ investment in international VET. 

[P] Tyson, Ruhi. Didactical narratives as part of educating for vocational excellence: Articulating relationships between techne and phronesis. 

Reference to papers (due to be) published elsewhere:

Duch, Henriette; Andreasen, Karen E. Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers. In: IJRVET Vol 2, No 3 [Article]

Gessler, Michael; Howe, Falk. From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools. In: IJRVET Vol 2, No 3 [Article]

Gessler, Michael; Moreno Herrera, Lázaro. Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden. In: IJRVET Vol 2, No 3 [Article]

Marhuenda, Fernando; Ros-Garrido, Alicia. What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training. In: IJRVET Vol 2, No 3 [Article]

Marhuenda, Fernando; Salvà, Francesca; Navas Saurin, Almudena A.; Abiétar López, Miriam. Twenty years of basic vocational education provision in Spain: Changes and trends. In: IJRVET Vol 2, No 2 [Article]

Moreno Herrera, Lázaro. Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training. In: IJRVET Vol 2, No 3 [Article]

Nore, Hæge. Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training. In: IJRVET Vol 2, No 3 [Article]

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