Abstract
The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin’s Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
Highlights
The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces
This section contained the views of students in the Child Development Associate Degree Program about their learnings during their mandatory internship training under both headings based on the work-based learning approach of Raelin, and the findings on observations and document reviews that the researcher conducted
It is aimed to evaluate the learning of students of Vocational School of Health Services child development associate degree program during their summer internships in the context of “Work-Based Learning Model” of Raelin (2008)
Summary
The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. The real answer to reach desired outcomes on vocational education is associated with strengthening the theoretical knowledge that students learn in vocational school with practice and helping them to understand how responsibilities in workplaces that they will be a part of after graduation, the organization, relationships, and process function. In vocational education and teaching programs, theoretical education provided in vocational institutions and practical education provided in workplaces offer different types of opportunities for learning and they are complementary (Aarkrog, 2005). Internships are required to be conducted by students to be graduated from vocational schools. The regulation states that students who are enrolled to study programs should conduct their internships during months over the course of mid-term or summer break minimum for 30 days (240 working hours) and maximum for 60 days (480 working hours) according to the type of the program. The Internship and Training Practice Committee is responsible for jel.ccsenet.org
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