A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Vocations and Learning Pub Date : 2021-10-22 DOI:10.1007/s12186-021-09280-6

Tobias Karlsson, Karolina Muhrman, Sofia Nyström

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引用次数: 2

Abstract

Today’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.

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一条通向未来的道路——成人学生职业教育的选择

当今社会的特点是高失业率，对学历的普遍信任和要求，以及强调个人对其教育选择的责任。本研究旨在探讨成人的职业教育选择，他们的意向与市政成人教育(MAE)的研究，以及这与身份形成的关系。这项研究基于18个访谈，并比较了来自助理护理和地板铺设两个职业MAE培训项目的学生。该分析确定了成人学生决定参加市政成人教育和特定职业教育与培训(VET)计划的不同途径。我们从根本原因或前瞻性理性的角度来看待教育的选择和路径。研究结果表明，在职业实践共同体中，认同形成的过程比简单的职业成为过程更大，因为MAE研究涉及学生的整个存在，包括他们的个人认同轨迹和职业认同形成。通过这篇文章，我们希望为关于学生意向的教学讨论提供一个基础，重点关注不同的主体性如何影响学生未来的职业发展。

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来源期刊

Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

17.90%

发文量

期刊介绍： Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.