حرکت مرزها بین خانه، کار و مدرسه. آموزش ارزش ها و سواد آموزی در آموزش و پرورش

Students in VET encounter complex demands when navigating across contexts. This study explores how teachers can support such students in navigating literacy practices and values across contexts. A teacher and a teacher educator constructed a third space for the exploration of academic, vocational, and out-of-school values and literacies. Data were derived from diary entries, e-mails, field notes, and an interview. Findings suggest that the construction of a third space requires processes of mapping, embodying, and brokering, and that both teachers and students can benefit from this approach, particularly in VET.