Guile, D; (2020) Rethinking connectivity as recontextualisation: issues for research and practice. In: Aprea, C and Sappa, V and Tenberg, R, (eds.) Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung = Connectivity and integrative competence development in vocational and professional education and training (VET/PET). (pp. 35-54). Franz Steiner Verlag Wiesbaden GmbH: Stuttgart, Germany.

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Abstract

This contribution explains why, once a number of issues which were an explicit and implicit feature of the connective typology of work experience (Griffiths/Guile, 2004) are conceptualised as the recontextualisation of knowledge, it becomes possible to see that boundary crossing is a ubiquitous feature of vocational and professional education, rather than an issue of learners crossing the boundary between education and work. The contribution tackles this goal in the following way. Firstly, it offers a brief explanation of the development of the connective typology of work experience. Next, it explains why the notion of ‘resitation’ in the connective typology of work experience was an early, but circumscribed, attempt to articulate the concept of recontextualisation. It then explains the origins and development of the concept of recontextualisation and that this concept offers a unified perspective on initial and continuing vocational formation. The contribution concludes by identifying a) the practical implication of the concept of recontextualisation for capacity/ competence development and b) the future research challenge for VET, especially in relation in the emergence of 4th generation technologies.

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