Learning to Work or Working to Learn? A University-Work Transition Case Study

Autor/inn/en	Zucchermaglio, Cristina; Alby, Francesca
Titel	Learning to Work or Working to Learn? A University-Work Transition Case Study
Quelle	In: Learning Inquiry, 3 (2009) 2, S.79-95 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2973
DOI	10.1007/s11519-009-0041-0
Schlagwörter	Sociocultural Patterns; Education Work Relationship; College Graduates; Social Influences; Relevance (Education); Student Participation; School Community Relationship + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Hochschulabsolvent; Hochschulabsolventin; Sozialer Einfluss; Relevance; Relevanz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The paper analyses the case of an innovative project on the transition between university and work. The project examined sustains two social dimensions of learning: education as a shared social institution in which university studies and work can be productively interconnected and alternated in order to enhance learning, and learning as identity projects and significant participation in situated activities. Working actively at the boundaries of communities provides relevant learning "loci" for both students participating in the project and the communities involved (university and firms). Implications for the design of complex activity systems which take account of the learning value of work are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10