Extended teams in vocational education: collaboration on the border

Marco Mazereeuw*, Iwan Wopereis, Susan McKenney

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school–workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings, questionnaires, focus groups, and interviews yielded triangulation of data pertaining to dimensions of team work and professional growth of individual team members. Five of the 6 teams showed marked changes for team functioning, especially with regard to social ties and intellectual building as well as needs for new knowledge. Analysis of individual professional growth indicated that working in an ET contributed to understanding the other context, and altering views of what can be achieved by and for students. We conclude that ETs hold potential for strengthening school–workplace connections, but note that they did rely heavily on external support.

Original languageEnglish
Pages (from-to)194-212
Number of pages19
JournalEducational research and evaluation
Volume22
Issue number3-4
DOIs
Publication statusPublished - 18 May 2016

Keywords

  • apprenticeship
  • extended team
  • professional development
  • Team development
  • vocational education

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