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Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden

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  • Gessler, Michael
  • Moreno Herrera, Lázaro

Abstract

The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.

Suggested Citation

  • Gessler, Michael & Moreno Herrera, Lázaro, 2015. "Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 152-160.
    • Handle: RePEc:zbw:ijrvet:142448
    DOI: 10.13152/IJRVET.2.3.1
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    References listed on IDEAS

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    1. Gessler, Michael & Howe, Falk, 2015. "From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 214-238.
    2. Nore, Hæge, 2015. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 182-194.
    3. Moreno Herrera, Lázaro, 2015. "Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 161-169.
    4. Duch, Henriette & Andreasen, Karen E., 2015. "Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(3 (Specia), pages 195-213.
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    Cited by:

    1. Moso-Diez, Monica & Mondaca-Soto, Antonio & Gamboa, Juan P. & Albizu-Echevarría, Mikel, 2022. "A quantitative cross-regional analysis of the Spanish VET systems from a systemic approach: From a regional comparative VET research perspective," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 9(1), pages 120-145.

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