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The authors conducted an action-learning project with Dutch health care and welfare teachers aimed at developing a coherent apprenticeship system that is more problem based and more student directed than before. Apprenticeship was viewed as a work-related learning program co-organised by teachers, practitioner supervisors and students. Depending on the way this group of actors organise the orientation, execution, optimisation and continuation phases of a work-related learning program, four theoretical types can be distinguished (Poell and Van der Krogt 2000). The paper explores to what extent this theoretical framework was useful in the action-learning project. It draws on data from interviews, development seminars and proliferation sessions to describe its process and outputs. It is concluded that teachers deem the four theoretical learning-program types a useful means to reflect on their own practice and to improve it. The models were also deemed a useful tool to communicate about learning with each other, with practitioner supervisors and with students.

Excerpts from printed abstract used with the permission of the copyright holder.

Volume one of these proceedings is indexed at TD/TNC 68.31, volume two is indexed at TD/TNC 68.32 and individual papers may be found from TD/TNC 68.17 to TD/TNC 68.29 and from TD/TNC 68.33 to TD/TNC 68.100 Show less