 Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
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- The Role of Trainers in Implementing Virtual Simulation-based Training:
Effects on Attitude and TPACK Knowledge-
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Abstract: Virtual simulations (VS) are gaining more popularity in vocational education and training (VET) to train professional competencies. However, implementing VS into organisations requires the involvement of trainers in, and the development of their knowledge to fulfil a meaningful approach to integrating this technology into teaching. In the Estonian Academy of Security Sciences (EASS) VS have been used for more than a decade to train and assess rescue and police staff work and related competencies such as decision-making and problem-solving. As there is a lack of research as to the role of trainers in the implementation process of virtual simulation-based training (VSBT) in organisations, a survey among EASS trainers (N = 146) was used to reveal their role in the implementation, their attitudes towards the use of VS and their Technological Pedagogical Content Knowledge (TPACK). While attitudes grow more positive with the use of VS and especially with training others to use it, integrated knowledge about using technology in training seems to depend on the active participation of trainers in its creation. We discuss the important role of involving trainers in the implementation of VS-based training to ensure the successful use of VS in vocational education.
PubDate: 2023-05-15
- Teaching Here and Now but for the Future: Vocational Teachers’
Perspective on Teaching in Flux-
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Abstract: As working life changes, it places new demands on vocational competence and the use of different digital technologies. It affects vocational teaching, yet digitalization within vocational education constitutes a scarcely researched area. In this study, we explore how vocational teachers relate to teaching in a digitalized society from a socio-material perspective and explore the possibilities as well as the discursive manifestations of contradictions it gives rise to. Data includes semi-structured interviews with ten vocational teachers, representing eight vocational programs in Sweden. Findings show how vocational teachers benefit from digital technology to realize pedagogical strategies and facilitate students’ vocational competence. At the same time, digitalization entails challenges of keeping up with changes in working life and providing students with relevant vocational digital technologies. Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating different contradictions.
PubDate: 2023-05-10
- Hardness or Resignation: How Emotional Challenges During Work-Based
Education Influence the Professional Becoming of Medical Students and
Student Teachers-
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Abstract: This paper addresses how emotionally challenging experiences during work-based education may influence the professional becoming of student teachers and medical students. We conducted a qualitative analysis of eight focus group interviews with undergraduates from two universities in Sweden who studied to become either physicians or teachers, and interpreted their experiences through Wenger’s theory of communities of practice. The findings show that students’ ideal view of how to be caring in their aspiring professional role as physician or teacher collided with existing practices, which affected them emotionally. In particular, the students found it challenging when norms and practices differed from their values of professionalism and when the professional culture within practices reflected hardness (physicians) or resignation (teachers). Both medical students and student teachers experienced that professional decision making and legitimacy challenged them emotionally, however in different ways and for different reasons. This study makes visible both general and specific aspects of how students view their future role in the welfare sector and challenging dimensions of professional practice. The findings bring into focus the question of how professional education can support students’ professional becoming in relation to their emotional challenges.
PubDate: 2023-05-02
- Motivation to Become a Vocational Teacher As a Second Career: A Mixed
Method Study-
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Abstract: Within the school-based vocational education and training system, so-called hybrid teachers, i.e. who both work in a vocational school and a business, can add value to the quality of VET as well as can solve ageing and the threat of shortages among VET teachers. In this research, the motivation of becoming a VET teacher as a second career and its perception by participants were examined using a mixed-method explanatory sequential study design. In the first phase, 114 VET teachers from 33 VET institutions in Lithuania were surveyed using the Factors Influencing Teaching (FIT) Choice scale. In the second phase, five vocational teachers were interviewed. The qualitative results supported and complemented the results of quantitative research by emphasizing the importance of intrinsic motivation to teach and explained in-depth the components of antecedent socialisation and perceptions of teaching. The results were discussed considering similar studies on second-career teachers conducted in other countries.
PubDate: 2023-05-01
- Factors Explaining Workplace Learning of Turkish Research Assistants
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Abstract: The purpose of this study was to explore the structural relationships among diverse variables to provide a comprehensive understanding of Turkish research assistants’ workplace learning. The cross-sectional data of the study were collected online from 21 universities around Turkey. A total of 1218 research assistants from various disciplines took part in the study. The findings revealed that workplace affordances as well as the personal factors of workplace effort and personal agency had direct, positive, and statistically significant effects on the workplace learning of research assistants. The rest of the personal factors including vocational identity, workplace identity, and interpersonal agency had statistically significant direct effects on workplace affordances. Moreover, these three personal factors had statistically significant indirect effects on workplace learning. These findings showed that research assistants’ workplace learning was impacted by both what the workplaces offered and how the research assistants perceived these affordances. The findings also showed that some of the personal variables affected workplace learning independent of workplace affordances.
PubDate: 2023-04-22
- How does the learning environment support vocational student learning of
domain-general competencies'-
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Abstract: Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students’ experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.
PubDate: 2023-04-06
- Explaining skills of prospective teachers – Findings from a
simulation study-
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Abstract: Providing instructional explanations is a central skill of teachers. Using interactive simulations, we examined the explaining skills of 48 prospective teachers attending a teacher education program for accounting in vocational schools in Germany. We used a performance-based assessment that relies on explanatory quality as an indicator of teacher candidates’ explaining skills. Video analysis was used to assess the quality of prepared and impromptu explanations in respect of different quality aspects. We found that the prepared explanations of prospective teachers were of high quality in terms of student–teacher interaction and language. With respect to the quality of content (e.g., accuracy, multiple approaches to explaining) and representation (e.g., visualization, examples), prospective teachers performed significantly worse. The quality of teacher candidates’ improvised explanations was significantly lower. This was especially true for the quality of representations, the process structure, and the interaction between student and teacher. For four of the five quality criteria examined, no correlation could be found between the quality of prepared and improvised explanations. For the language criterion, however, there was a correlation between the two types of explaining situations. Implications on how to support teacher candidates in developing explaining skills during teacher education are discussed.
PubDate: 2023-04-05
- How Can Collaboration between Schools and Workplaces Contribute to
Relevant Vocational Education'-
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Abstract: Collaboration between schools and enterprises in vocational education and training (VET) is a challenge in many countries, Norway included. There is a tendency to organise VET in separate theoretical and practical learning arenas that lack mutual coherence. This article presents the findings of a four-year action research study in which 30 vocational teachers, who were taking an in-service master’s degree programme in vocational pedagogy, completed systematic research-based projects on developing partnerships between schools and enterprises in the school-based part of Norwegian VET. The goal was to strengthen the relevance of vocational education by creating stronger links between the content of the education and the content of the vocation. The study was based on a pragmatic, holistic perspective on vocational competence and education where essential, authentic vocational tasks to which theory is related are regarded as the core educational content, both in the enterprises and in schools. The findings are based on an analysis of 30 master’s degree theses documenting each of the teachers’ development projects. The results show examples of and principles for how collaboration between schools and enterprises can be organised around vocational tasks. Core principles include formal agreements on collaboration between schools and enterprises, regular dialogues between vocational teachers, instructors and students about educational tasks and content, joint planning and follow-up of students’ placements in enterprises, and exchanges of experience and competence between teachers and instructors. The results show that, according to students, instructors and vocational teachers, the application of such principles contributed to vocational relevance and students’ motivation and learning outcomes.
PubDate: 2023-04-01
- Environmental Factors Affecting Training Transfer Among the Instructors
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Abstract: This study explores the environmental factors that affect the transfer of training among technical education instructors in Nepal. In the exploration, a scale with 40 items was constructed by utilizing Delphi technique. Then, a survey was carried out on 251 instructors who completed instructional skills-related training. The result of Exploratory Factor Analysis (EFA) retained 26 items and showed six factors affecting the perceived transfer of training accounting for 58.8% of the total variance explained which are: (i) organizational transfer intervention, (ii) external monitoring and evaluation (M&E), (iii) local school governance, (iv) management support, (v) social support and, (vi) curriculum standard. Further using Confirmatory Factor Analysis (CFA), the study confirmed the model-fit of three constructs that affect training transfer: organizational transfer intervention, external M&E, and social support. The study concluded that the training transfer is affected by internal and external environmental factors, which are represented by two major driving forces of support and control.
PubDate: 2023-03-20
- A Social Regulation Perspective on Team Reflexivity: The Development of an
Analytical Framework-
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Abstract: Teams are nowadays seen as the cornerstones of organizations. Previous research has shown that team reflexivity is positively related to team performance. Traditionally, team reflexivity is conceptualized as a process that occurs during transition moments, ignoring reflexive moments during teams’ action phases. Moreover, most studies used self-reported questionnaires and cross-sectional designs and thus provided limited insights into how team reflexivity unfolds during both the action and transition phases of teams. In this study, we adopt a social regulation perspective to develop an analytical framework to study team reflexivity in the flow of work. The study was conducted in a software development setting and included 50 h of video recordings of different types of team meetings of six professional self-managing teams (a total of 33 team members). Using concepts from social regulation theory as developed in student learning settings as an analytical lens, an analytical framework with four components of social regulation (knowledge co-construction and regulation; regulation activities; focus of regulation, and type of interaction) was developed and applied. Outcomes show that in more than half of their conversations, the teams jointly engaged in regulation-related activities, of which most concerned planning activities and a very low occurrence of evaluation activities. Different patterns of team reflexivity were found in the action and transition phase but zooming in on the interactions also showed high interrelatedness of the different activities. The analytical framework could assist future research to further study the interaction between the different components and how they mutually relate to team performance.
PubDate: 2023-03-15
DOI: 10.1007/s12186-023-09315-0
- The Role of Verbal Peer Feedback in the Police: A Scoping Review
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Abstract: Police officers, like other professionals, need to develop their competence and skills in correspondence with society. Peer feedback has been proven to significantly affect learning in the educational setting, and colleagues are seen as significant for the learning process in organizations. However, there seems to be little systematic knowledge concerning how verbal peer feedback affects police officers in workplace learning programs, and which elements affect this feedback. This review aims to fill this gap by analyzing 20 studies selected based on Arksey & O’Malley’s methodological framework. Findings show that police officers’ performance, motivation, and job satisfaction effectively can be improved using verbal peer feedback. It also shows some workplace conditions and factors management and feedback actors should consider when organizing for and conducting feedback. Lastly, it shows that much of the research conducted within the educational sector also is valid for police workplace learning programs. However, further research is needed, especially concerning the relationship between police peers.
PubDate: 2023-03-14
DOI: 10.1007/s12186-023-09316-z
- Learning to Become Professional in Policing: From Artisan to Professional
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Abstract: This qualitative narrative research was conducted with an Australian police jurisdiction. The paper draws on practice theory to interpret the narratives of a group of traditionally trained police officers’ perceptions of policing practices, professional practice, learning and professionalism within the context of police professionalisation. Thirty-six police officers from various ranks, including senior management, participated in semi-structured interviews. Many police officers’ understanding of professional practice and learning is centred on technique, technical knowledge, image, uniform, and reputation. Our research reveals, the practices of police are embedded in the discursive practices of policing and the institutional constraints of the organisation, that maintain and perpetuate past stories contrary to the agenda to professionalise policing. The research is set in the broader context of national and international agendas driving the professionalisation of policing which sits alongside prevailing conceptions of policing as a craft or trade, learned on-the-job, and police officers as artisans.
PubDate: 2023-03-13
DOI: 10.1007/s12186-023-09311-4
- ‘The wrong’ kind of students or ‘Santa’s workshop’' Teaching
practices for newly arrived migrant students in Swedish upper secondary
VET-
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Abstract: At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.
PubDate: 2023-03-09
DOI: 10.1007/s12186-023-09313-2
- The professional bodies of VET teachers in the context of simulation-based
training for vocational learning-
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Abstract: It is argued that the use of high-fidelity simulators is educationally effective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments' This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two different vocational education programmes at two upper secondary schools in Sweden. Three different cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.
PubDate: 2023-03-08
DOI: 10.1007/s12186-023-09312-3
- Correction to: Expertise Development in the Workplace Through Deliberate
Practice and Progressive Problem Solving: Insights from
Business-to-Business Sales Departments-
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PubDate: 2022-11-25
DOI: 10.1007/s12186-022-09302-x
- Increasing the Vocational Focus of Knowledge Application in Teams: A
Perspective of Team Learning and Industry Clusters-
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Abstract: Drawing upon the social network theory and social cognitive theory, this research proposes a model that assesses team performance from the mediating aspect of knowledge application, which represents a team’s learning process whereby an effective retrieval mechanism enables the team to access knowledge. In the model, team performance relates to three knowledge facilitators (i.e., team learning orientation, cluster resources availability, and cluster social relationship) via the mediation of knowledge application. The model also takes collective learning efficacy as a moderator. The research hypotheses of this study are tested using data of work teams from a large high-tech industry zone in Taiwan. Finally, this paper presents managerial implications and research limitations based on the empirical results.
PubDate: 2022-11-24
DOI: 10.1007/s12186-022-09306-7
- Theory and Practice of Teaching and Learning in the Classroom – Lessons
from Indian Industrial Training Institutes-
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Abstract: In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher´s beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching.
PubDate: 2022-11-10
DOI: 10.1007/s12186-022-09305-8
- How Personality, Emotions and Situational Characteristics Affect Learning
from Social Interactions in the Workplace-
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Abstract: The present study examines the effects of social interactions’ situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions’ characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee’s higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions’ baseline level as well as personality traits had no significant influence. The results indicate that social interactions’ situational characteristics have the biggest influence on self-perceived learning from social interactions.
PubDate: 2022-11-10
DOI: 10.1007/s12186-022-09303-w
- An Integrative Approach to Emotional Agency at Work
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Abstract: The concept of agency has recently emerged as a fruitful construct in understanding organizational practices and development. However, agency has tended so far to be seen as a rational and goal-oriented phenomenon, with little attention paid to the role of emotions within it. There is thus a need for theoretical discussion on both agency and emotions in organizations, and also on how the two phenomena are related. This paper aims to introduce an elaborated conceptualization of emotional agency at work, based on recent theories on professional agency and emotions in organizational contexts. We suggest that emotional agency can be understood as the competence to perceive, understand, and take into account one’s own emotions and those of others, and further to influence emotions within organizational practices, actions, and interactions. Our paper provides an integrative definition of emotional agency at work (EAW), usable in future research. It also elaborates how emotional agency may function within organizations and their development practices.
PubDate: 2022-11-05
DOI: 10.1007/s12186-022-09299-3
- Resources to Increase Older Workers’ Motivation and Intention to
Learn-
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Abstract: Two important and current trends in the domain of work are the aging workforce and the high and increasing requirement for work-related learning due to the rate of technological advancement and innovation. Together, they create a precarious situation, as many theories suggest a decline in motivation to learn as people age. This study investigates antecedents of motivation and intention to learn in older employees in the financial sector. Specifically, we research how learning motivation is affected by personal and job resources and how these translate into intentions to learn. Data was collected via a quantitative survey of 870 employees aged 50 or older. The data is analyzed by the means of structural equation modelling (SEM). The results show positive relationships between proactive personality and motivation (subjective task value and learning self-efficacy) and negative relationships between institutionalized negative age stereotypes and motivation. This, in turn, affects older employees’ intention to learn. Finally, in contrast to supervisor support, organizational support for professional development raised utility value in the respondents. The findings suggest that organizations might want to recruit employees who are high in pro-active personality. Also, trainings may be fruitful to educate against the negative stereotypes that often associate old age with an inability to learn. Finally, supervisors and trainers should explain the utility and interest of the learning activities since it makes employees motivated to learn.
PubDate: 2022-11-05
DOI: 10.1007/s12186-022-09304-9
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