Where do we stand on integrative work-study programs? Perspectives on integrative work-study practices in light of transformations in education and training

Abstract

It is no longer uncommon to find professionally oriented programs, including in higher education, that claim to adopt a form of integrative work-study. This pedagogical approach appears in the discourse of many practitioners and researchers in relation to teacher training (Vanhulle et al., 2007), social workers (Fourdrignier, 2015), trainers (Pentecouteau, 2012), healthcare professions (Cabaret, 2016), and engineering (Zaid & Lebeaume, 2015).
Despite differences in context, it is not always easy to identify a consensus among these authors regarding the fundamental characteristics attributed to this form of work-study. Should the use of the term “integrative work-study” be considered a common trope (Meirieu, 2017) in the current discourse of certain actors in the field of education and training?