This article provides a construct to monitor and analyse students' personal knowledge development: 'personal professional theory' (PPT). It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. The conclusion based on this study is that the development of students' PPTs involves knowledge compilation as well as thematic turbulence.
On this publication contributed
|Published in||Evaluation & Research in Education|
|Year and volume||24 2|
|Key words||personal professional theories, longitudinal analysis, repeated measures, content triangulation, school-based learning, workplace learning|