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020 |a9783531194400|9978-3-531-19440-0
024 7 |a10.1007/978-3-531-19440-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aH1-970.9
072 7|aJ|2bicssc
072 7|aJHB|2bicssc
072 7|aSOC000000|2bisacsh
072 7|aJ|2thema
072 7|aJHB|2thema
082 04|a300|223
090 |aDK/13112
100 1 |aLi, Jun.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aPre-vocational Education in Germany and China|h[electronic resource] :|bA Comparison of Curricula and Its Implications /|cby Jun Li.
250 |a1st ed. 2013.
264 1|aWiesbaden :|bVS Verlag für Sozialwissenschaften :|bImprint: VS Verlag für Sozialwissenschaften,|c2013.
300 |aXV, 178 p. 11 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aThe Institutional and Historical Context -- Curriculum Analysis: Theory, Criteria and Findings -- Teacher Interview -- Analysis of the Overall Results and Conclusions.
520 |aThe school-to-work transition has been an important topic in the fields of education and sociology research in the past few years. Pre-vocational education, which takes place during lower-secondary school and aims to facilitate the school-to-work transition, is of critical significance in introducing the participants to the world of work and/or in preparing them for entry into further vocational education programs. With a strong comparative nature, Jun Li presents this systematic investigation of the pre-vocational education in Germany and China and analyzes their curricula of pre-vocational education. By combining the methods of content analysis and teacher interview, the author offers an in-depth perspective into the realms of pre-vocational education and reveals the divergences between the prescribed curriculum and the enacted curriculum. The findings also relate closely to an intensively discussed issue in the sociology of education in the past few years, namely the issueof knowledge and its status, function and forms in the school education today.   With a strong comparative nature, Jun Li presents this systematic investigation of the pre-vocational education in Germany and China and analyzes their curricula of pre-vocational education. By combining the methods of content analysis and teacher interview, the author offers an in-depth perspective into the realms of pre-vocational education and reveals the divergences between the prescribed curriculum and the enacted curriculum. The findings also relate closely to an intensively discussed issue in the sociology of education in the past few years, namely the issue of knowledge and its status, function and forms in the school education today.  .
650 0|aSocial sciences.
650 14|aSociety.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783531194394
776 08|iPrinted edition:|z9783531194417
856 40|uhttps://doi.org/10.1007/978-3-531-19440-0
912 |aZDB-2-SHU
912 |aZDB-2-SXS
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aSocial Sciences (R0) (SpringerNature-43726)