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Individual and Collaborative Writing-to-Learn Activities in Vocational Education: An Overview of Different Instructional Strategies

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Chapter Summary

In the writing-to-learn perspective, reflective writing has been widely recognized as an effective tool to develop and acquire knowledge. In the context of professional development within Vocational Education and Training, the process of writing can be variously exploited to foster competence development. Here it is meant as a an occasion for connecting theoretical knowledge and practical knowledge by means of a structured and analytical reflection that apprentices apply to their own or peers’ professional experiences. In this contribution we present three different instructional scenarios where individual and collaborative writing settings have been experimented. We measured whether these instructional activities can have an effect on the apprentices’ reflective capacity and on their procedural learning, verifying positive effects both in individual and collaborative writing activities.

10.1163/9789004264830_011
/content/books/b9789004264830_011
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