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008 150903s2013 gw | o |||| 0|eng d
020 _a9783531194400
_99783531194400
024 7 _a10.1007/9783531194400
_2doi
035 _avtls000346473
039 9 _a201509030917
_bVLOAD
_c201405050336
_dVLOAD
_y201402070858
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aH1-970.9
100 1 _aLi, Jun.
_eautor
_9326200
245 1 0 _aPre-vocational Education in Germany and China :
_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 páginas 11 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
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.  
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9783531194394
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-3-531-19440-0
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c293525
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