A qualitative Research on School-Work Alternation. Reflections and Implications for Teaching

Abstract

By the law 107/2015, School Work Alternation (SWA) is transformed as a mandatory practice for all students of high schools, generating attention, debates and questions about its nature and its educational and training potential. In order
to contribute to the understanding of SWA paradigm, within this paper, its investigation is presented in a national and European legislative framework first,
and then included into the international, and educational-situated-experiential
perspectives of Work-Integrated, Work-Related, and Work-Based Learning. In
the light of these perspectives, some data related to a qualitative research has
also been presented. It involved some privileged actors on the exploration of
the real identity of SWA as a good practice. At the end some important implications
for didactics are presented as well.