Pub Date : 2022-11-08DOI: 10.1080/13636820.2022.2138956
Gabriela M. Höhns
{"title":"The social construction of vocational education - possibilities for change towards status improvement","authors":"Gabriela M. Höhns","doi":"10.1080/13636820.2022.2138956","DOIUrl":"https://doi.org/10.1080/13636820.2022.2138956","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115173868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1080/13636820.2022.2138509
M. Veltman, J. van Keulen, J. Voogt
Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisa- tions and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers fos- ter the development of students’ boundary-crossing expertise through enhancing relevant learning processes in courses focussing on wicked-problem-solving in interdisci- plinary and multi-stakeholder contexts. We viewed students’ relevant learning processes as learning mechanisms that foster boundary awareness (identification and reflection) and boundary work (coordination and transformation) and considered teachers to be enablers of such learning pro- cesses. Data came from semi-structured interviews with teachers, students and stakeholders, observations and document study. We identified nine interrelated enabling strategies teachers used. To foster students’ observation of wickedness through boundary awareness, they encouraged mutual acquaintance, open exploration, opportunities for learning, and multi-perspectivity. To foster students’ action through boundary work, they encouraged initial contact, joint action and multifaceted perspectives on value creation. To foster the interplay between boundary awareness and work, they encouraged successive refinement and structure while embracing wickedness. Balancing the tension that students experience at boundaries when navigating complexity, uncertainty and value divergence was identified as an important element of these enabling strategies. (Teacher). The dilemmas were then discussed in class: ‘They experience a lot when walking around in the neighbour-hood. 100%. I can see it happen, very nice . . . having an opinion on the matter, you know. . . on the mess on the street, or neighbours complaining about loiterers’ (Teacher). Students showed awareness of the need to explore different perspectives: ‘You’ve got to gather information from lots of different people, not just residents, also professionals. Just to obtain a somewhat clear picture’ (Student). Another described how and back on got we we we more we can take initiative and propose things’. The teacher how the process-oriented approach, with and without better insight into and This enabled him to cater for students’ learning needs during the process, such as by co-creating a template for their midterm report (deliverable), restoring some clarity.
{"title":"Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies","authors":"M. Veltman, J. van Keulen, J. Voogt","doi":"10.1080/13636820.2022.2138509","DOIUrl":"https://doi.org/10.1080/13636820.2022.2138509","url":null,"abstract":"Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisa- tions and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers fos- ter the development of students’ boundary-crossing expertise through enhancing relevant learning processes in courses focussing on wicked-problem-solving in interdisci- plinary and multi-stakeholder contexts. We viewed students’ relevant learning processes as learning mechanisms that foster boundary awareness (identification and reflection) and boundary work (coordination and transformation) and considered teachers to be enablers of such learning pro- cesses. Data came from semi-structured interviews with teachers, students and stakeholders, observations and document study. We identified nine interrelated enabling strategies teachers used. To foster students’ observation of wickedness through boundary awareness, they encouraged mutual acquaintance, open exploration, opportunities for learning, and multi-perspectivity. To foster students’ action through boundary work, they encouraged initial contact, joint action and multifaceted perspectives on value creation. To foster the interplay between boundary awareness and work, they encouraged successive refinement and structure while embracing wickedness. Balancing the tension that students experience at boundaries when navigating complexity, uncertainty and value divergence was identified as an important element of these enabling strategies. (Teacher). The dilemmas were then discussed in class: ‘They experience a lot when walking around in the neighbour-hood. 100%. I can see it happen, very nice . . . having an opinion on the matter, you know. . . on the mess on the street, or neighbours complaining about loiterers’ (Teacher). Students showed awareness of the need to explore different perspectives: ‘You’ve got to gather information from lots of different people, not just residents, also professionals. Just to obtain a somewhat clear picture’ (Student). Another described how and back on got we we we more we can take initiative and propose things’. The teacher how the process-oriented approach, with and without better insight into and This enabled him to cater for students’ learning needs during the process, such as by co-creating a template for their midterm report (deliverable), restoring some clarity.","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133499901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/13636820.2022.2126879
N. Malette, K. Robson, Erica Thomson
{"title":"Academic interests mismatch: undergraduate to apprenticeship transfer among Canadian students","authors":"N. Malette, K. Robson, Erica Thomson","doi":"10.1080/13636820.2022.2126879","DOIUrl":"https://doi.org/10.1080/13636820.2022.2126879","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132829355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.1080/13636820.2022.2132528
Daniel O’Neill
{"title":"Hope and contradiction: the practical arts in the educational thought of late antiquity","authors":"Daniel O’Neill","doi":"10.1080/13636820.2022.2132528","DOIUrl":"https://doi.org/10.1080/13636820.2022.2132528","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130279266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-07DOI: 10.1080/13636820.2022.2132527
Jonathan Tummons
{"title":"Knowledge, expertise, craft, and practice: becoming and being a cycle technician","authors":"Jonathan Tummons","doi":"10.1080/13636820.2022.2132527","DOIUrl":"https://doi.org/10.1080/13636820.2022.2132527","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126904622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1080/13636820.2022.2126877
Lee John Geisinger, J. Friedel
{"title":"Perception of the Bachelor of Applied Science degree at 4-year institutions: a look through the lens of university personnel","authors":"Lee John Geisinger, J. Friedel","doi":"10.1080/13636820.2022.2126877","DOIUrl":"https://doi.org/10.1080/13636820.2022.2126877","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114649381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/13636820.2022.2115938
Alice Amegah
{"title":"Re-Imagining policy discourses concerning the participation of young women in STEM-related TVET in Ghana","authors":"Alice Amegah","doi":"10.1080/13636820.2022.2115938","DOIUrl":"https://doi.org/10.1080/13636820.2022.2115938","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128934270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/13636820.2022.2108882
Camila Rasse
{"title":"The protest of the left over: vocational education students’ protest actions during the social uprising in Chile","authors":"Camila Rasse","doi":"10.1080/13636820.2022.2108882","DOIUrl":"https://doi.org/10.1080/13636820.2022.2108882","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124414485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-17DOI: 10.1080/13636820.2022.2098170
M. Sofyan, Melissa M. Barnes, Ilana Finefter-Rosenbluh
{"title":"Fair assessment as an aspect of effective teaching: teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education","authors":"M. Sofyan, Melissa M. Barnes, Ilana Finefter-Rosenbluh","doi":"10.1080/13636820.2022.2098170","DOIUrl":"https://doi.org/10.1080/13636820.2022.2098170","url":null,"abstract":"","PeriodicalId":335913,"journal":{"name":"Journal of Vocational Education & Training","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121065414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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