Boundary-Crossing – a Tool for Developing Vocational Education?

This paper investigates how students at vocational education establishments in Denmark move between their school and workplace as boundary crossers. Action research is used to explore the process of developing practices from the students’ perspective. The topic is analysed based on documents, observations and focus group interviews. The analysis shows that developments in the workplace are connected to co-workers and that students become more pragmatic and realistic at the end of a course of study.