The integrative learning of theory and practice has been widely recognised as a cornerstone of today’s technical vocational education and training (T-VET). Considerable uncertainty persists regarding how to construe such integrative learning, let alone regarding how it proceeds or what it generates. This article reports an in-depth qualitative study designed to clarify the concept of integrative learning by advancing current understanding of what constitutes the integrative learning of theory and practice (ILTP) in terms of both its process and its outcome aspects. In all, 48 key actors in dual T-VET (students, tutors and mentors) participated in serial focus groups, class observations and apprenticeship observations. The constant comparison method was used to generate a description of both the learning process and the learning outcome based on descriptive axial dimensions along which learning and knowledge were positioned. More specifically, we distinguished three process dimensions (intentionality, time of the prompt and locus of learning) and three outcome dimensions (purpose, logic and locus of integrated knowledge). All in all, the findings can be understood only in consideration of co-existing perspectives on integration according to which the separation of theory and practice is more or less marked. The article discusses expected implications for practitioners and future research.

中文翻译：

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整合学习的经验概念化。注重技术职业教育与培训的理论与实践相结合

理论和实践的集成学习已被广​​泛认为是当今技术职业教育和培训（T-VET）的基石。关于如何理解这样的整合学习，仍然存在相当多的不确定性，更不用说如何进行或产生什么了。本文报告了一项深入的定性研究，旨在通过在构成过程和结果方面提高对构成理论和实践的综合学习（ILTP）的当前理解，来阐明综合学习的概念。在双重T-VET中，共有48位主要参与者（学生，导师和导师）参加了系列焦点小组，课堂观察和学徒观察。常数比较法用于基于描述性轴向尺寸（学习和知识所处的位置）来描述学习过程和学习结果。更具体地说，我们区分了三个过程维度（意向性，提示时间和学习地点）和三个结果维度（目的，集成知识的逻辑和地点）。总而言之，只有考虑到并存的关于整合的观点，才可以理解这些发现，在这些观点中，理论与实践的分离或多或少是明显的。本文讨论了对从业人员和未来研究的预期影响。提示的时间和学习的地点）和三个结果维度（综合知识的目的，逻辑和地点）。总而言之，只有考虑到并存的关于整合的观点，才可以理解这些发现，在这些观点中，理论与实践的分离或多或少是明显的。本文讨论了对从业人员和未来研究的预期影响。提示的时间和学习的地点）和三个结果维度（综合知识的目的，逻辑和地点）。总而言之，只有考虑到并存的关于整合的观点，才可以理解这些发现，在这些观点中，理论与实践的分离或多或少是明显的。本文讨论了对从业人员和未来研究的预期影响。