Facilitating transitions and the integration of knowledge in work-study programs: a review of the literature

Abstract

Since the first research works on dual vocational trainings, a major learning issue has been identified by several authors: that of ensuring a coherent pedagogical and didactic articulation for the learner between learning situations at school and those taking place in the workplace.  In this article, we present a literature review of research on this issue. In the first section, we report on the work that has explored the reasons for this difficulty due to the major differences between training and production institutions, not only in terms of teaching and learning conditions, but also in terms of vocational identity development. The second part is devoted to work proposing concepts and pedagogical engineering to facilitate transitions and bring about more integrative learning.

Keywords: connective pedagogy, hybrid learning spaces, integrative pedagogy, intermediate situations, transfer of training, transition between learning contexts.