Promoting Cooperation between Educational Institutions and Workplaces : Models of Integrative Pedagogy and Connectivity Revisited

Abstract

This theoretical review reflects on the development and application of the Integrative Pedagogical model as well as the Connective model investigating the organisation of learning in the interface between educational institutions and workplaces. The article explores the aspects that these two models emphasise, and identifies similarities and differences between them. Key studies on these approaches were reviewed to accomplish the task. The review shows how integrative pedagogy takes the individual’s learning as its starting point and how educators can support students by encouraging them to combine theoretical knowledge, experience and self-regulation in learning. While this model is pedagogical, the connectivity approach is more sociological in nature and highlights interpretative change concerning knowledge in the process of recontextualisation. Both approaches emphasise the role of communities of practice in building the zone of proximal devel-opment, and have been applied to conceptualise collaborative arrangements between educational institutions and work organisations.