Integrative work-study from the perspective of training program designers: a sociocognitive approach

Abstract

Integrative work-study program refers to training systems for which practitioners and researchers do not always agree on the fundamental characteristics. Nevertheless, it can be observed that they are often organized as a coherent, integrative system, involving synchronization between workplace and training-based learning, and a pedagogy that combines inductive and deductive processes. Adopting a socio-cognitive perspective, we focus on how training designers develop in real situations work-study scheme. To this end, we conducted a qualitative study among training designers in order to understand the heuristics they adopt to develop this type of training.

Keywords: integrative pedagogy, socio-cognitive approach, training design, work-study.