Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Culture and Social Interaction Pub Date : 2023-12-02 DOI:10.1016/j.lcsi.2023.100781

Meidi Sirk

{"title":"Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues","authors":"Meidi Sirk","doi":"10.1016/j.lcsi.2023.100781","DOIUrl":null,"url":null,"abstract":"<div><p>Previous studies focusing on change in vocational education have shown that collaboration shapes the professionality of vocational teachers (VTs) and helps them better adapt to change. The most collaborative VTs also use more learner-centred teaching practices. However, this raises the question of which teaching practices VTs implemented for online learning in the state of emergency and how these related to collaboration with colleagues. Based on quantitative data, the K-means cluster analysis was used, and three clusters of VTs were identified according to their teaching practices, which were described on the basis of forms of collaboration. The teachers of the second cluster used a variety of innovative teaching practices to support students and participated more in collaborative planning and teaching, and also provided feedback as well as collaborating more with their colleagues.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"44 ","pages":"Article 100781"},"PeriodicalIF":2.0000,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656123000971/pdfft?md5=42cada0357beec61324933aa22fa4557&pid=1-s2.0-S2210656123000971-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Culture and Social Interaction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2210656123000971","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Previous studies focusing on change in vocational education have shown that collaboration shapes the professionality of vocational teachers (VTs) and helps them better adapt to change. The most collaborative VTs also use more learner-centred teaching practices. However, this raises the question of which teaching practices VTs implemented for online learning in the state of emergency and how these related to collaboration with colleagues. Based on quantitative data, the K-means cluster analysis was used, and three clusters of VTs were identified according to their teaching practices, which were described on the basis of forms of collaboration. The teachers of the second cluster used a variety of innovative teaching practices to support students and participated more in collaborative planning and teaching, and also provided feedback as well as collaborating more with their colleagues.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

紧急状态下在线学习的职业教学实践及其与同事协作的关系

先前关注职业教育变化的研究表明，合作塑造了职业教师的专业性，并帮助他们更好地适应变化。最具协作性的虚拟教师也使用更多以学习者为中心的教学实践。然而，这就提出了一个问题，即在紧急状态下，教师为在线学习实施了哪些教学实践，以及这些实践如何与同事合作。在定量数据的基础上，采用k均值聚类分析，根据教师的教学实践，根据合作形式对其进行了描述，并确定了三种类型的教师。第二集群的教师使用多种创新教学实践来支持学生，更多地参与协同规划和教学，并提供反馈，更多地与同事合作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

10.50%

发文量