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Abstract
Vocational Education and Training (VET) is characterised by a high degree of proximity to the practice it qualifies for. The teaching of for example carpentry students is directed towards and based on the practice of the trained carpenter. This contrasts with traditional upper secondary education where it is not often the case that the teaching of for example physics or history is directed towards and based on the professional practice of a physicist or historian. This article draws on concrete examples from everyday life in VET and discusses the impact that the practical relevance of vocational education can have both on the way teachers organise their teaching and on students' learning. The analysis seeks to qualify the implicit notions of 'practice' in VET by taking as its starting point a 'Practice Learning Model ' that offers four different approaches to teaching, each of which - and in combination - have implications for student learning.
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Keywords
vocational education and training, teaching and learning in practice, educational framing