Departmental conditions for professional learning of instructors in vocational and professional education.

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Empirical Research in Vocational Education and Training Pub Date : 2023-01-01 Epub Date: 2023-10-27 DOI:10.1186/s40461-023-00151-z
Annemarieke Hoekstra
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Abstract

Background: For vocational and professional education to remain relevant, instructors need to keep developing themselves and their practices. Much of instructor learning happens on-the-job. Drawing on literature on teacher learning in the workplace, this article explores how structural and cultural conditions shape professional learning of instructors in departments for post-secondary vocational and professional education in western Canada.

Methods: A multiple case study approach was used to explore how instructors perceive departmental conditions as enhancing or inhibiting professional learning. Interview data, meeting observations, and program documentation was collected from 27 instructors from 5 departments in three institutes for post-secondary vocational and professional education. The educational programming in the five departments cover four industry sectors: two healthcare departments, one building trades, one business, and one social services department.

Results: Structural conditions reported to facilitate instructor professional learning at the department level include student feedback, job-rotation, coordinating work-placements, and whether participation in continuing professional development is a licensing requirement of the profession. Heavy workload and the way teaching is scheduled are most often reported as conditions inhibiting learning. Considering cultural conditions, three in-depth case descriptions illustrate how instructors draw on beliefs and practices prevalent in their original trade/profession when shaping their departmental culture as a learning environment.

Conclusions: The concept of sense-making proved useful to describe how instructors draw on elements of the occupational culture taught in the program when shaping their workplace as a learning environment. This influence of occupational culture could help explain previously observed differences in how instructors from various industry sectors engage in professional learning. Organizational support is warranted for facilitating organizational conditions for instructor learning including the development of departmental leaders' capacity to influence workplace conditions for professional learning.

Supplementary information: The online version contains supplementary material available at 10.1186/s40461-023-00151-z.

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职业和专业教育教员专业学习的部门条件。
背景:为了使职业和专业教育保持相关性,教师需要不断发展自己和实践。大部分教员学习都是在工作中进行的。借鉴有关教师在职学习的文献,本文探讨了结构和文化条件如何影响加拿大西部中等后职业和专业教育部门教师的专业学习。方法:采用多案例研究方法,探讨教师如何将部门条件视为促进或抑制专业学习。访谈数据、会议观察和项目文件来自三所中等后职业和专业教育机构5个部门的27名讲师。五个部门的教育规划涵盖四个行业:两个医疗部门、一个建筑行业、一个商业部门和一个社会服务部门。结果:据报道,促进系一级教师专业学习的结构条件包括学生反馈、工作轮换、协调工作安排,以及参与持续专业发展是否是该专业的许可要求。繁重的工作量和安排教学的方式通常被认为是阻碍学习的条件。考虑到文化条件,三个深入的案例描述说明了讲师在将其部门文化塑造为学习环境时,如何利用其原始行业/职业中普遍存在的信仰和实践。结论:事实证明,意义制造的概念有助于描述教师在将工作场所塑造成学习环境时如何利用课程中教授的职业文化元素。职业文化的这种影响可能有助于解释之前观察到的来自不同行业部门的教师如何参与专业学习的差异。组织支持有助于促进教员学习的组织条件,包括发展部门领导影响专业学习工作场所条件的能力。补充信息:在线版本包含补充材料,可访问10.1186/s40461-023-00151-z。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
期刊最新文献
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