000 03335nam a22004217a 4500
001 sulb-eb0023538
003 BD-SySUS
005 20160413122356.0
007 cr nn 008mamaa
008 121204s2013 gw | s |||| 0|eng d
020 _a9783531194400
_9978-3-531-19440-0
024 7 _a10.1007/978-3-531-19440-0
_2doi
050 4 _aH1-970.9
072 7 _aJ
_2bicssc
072 7 _aJHB
_2bicssc
072 7 _aSOC000000
_2bisacsh
082 0 4 _a300
_223
100 1 _aLi, Jun.
_eauthor.
245 1 0 _aPre-vocational Education in Germany and China
_h[electronic resource] :
_bA Comparison of Curricula and Its Implications /
_cby Jun Li.
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 issue of 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 1 4 _aSocial Sciences.
650 2 4 _aSocial Sciences, general.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783531194394
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-531-19440-0
912 _aZDB-2-SHU
942 _2Dewey Decimal Classification
_ceBooks
999 _c45630
_d45630